Amazon Rainforest
You Won’t Find George in This Jungle

• Learning Unit Title: You Won’t Find George in This Jungle
• Grade Level: 2-6, adaptable
• Subject Area: Science/Social Studies
• Authors: Cyndy Pridell, Steve Zaluski, Matthew Zehr, April Percy
• School Address: Copenhagen Central School
• School Phone/Fax: 315-688-4411/315-688-2001

CONTENT KNOWLEDGE

Declarative

• Location of rainforests
• Layers of rainforest
• Map skills and graph skills
• Vocabulary associated with rainforest study
• Computer use including e-mail, Internet, research software

Procedural

• Compare/contrast layers of the rainforest
• Construct and interpret maps and graphs about rainforests
• Recognize relationships between man and his environment

ESSENTIAL QUESTIONS

• What defines a rainforest?
• What are the layers of the rainforest and how are they unique?
• Why are the rainforests important?

LEARNING EXPERIENCES

(Brief overview. Detailed information located on pages 4-5)

1. Initiating activity using advance organizer process K-W-L.
2. Where and what are the rainforests? Introduce to students vocabulary necessary for understanding first part of unit.
3. Concept attainment-in groups or pairs, students will investigate/identify layers of the Amazon River rainforest.
4. Concept attainment-importance of plants/animals. Students learn about wildlife of the region and prepare fact sheets about various animals.
5. Concept attainment-determine how we are connected to rainforest. Research information about products of the rainforest.
6. Concept attainment-problems rainforests face today. Research and determine how these problems affect our lives.
7. It is left to the teacher’s discretion as to when to administer quizzes and assignments throughout the unit. The time frame of completion of the unit should be 3-4 weeks. However, teacher may wish to adjust according to particular class.

CULMINATING PERFORMANCE

1. Students imagine taking a walk in the rainforest. Using a word processor, they write about sounds, smells, and sights that they encounter. Their writing will reflect their understanding of the unit. They need to include at least two illustrations, drawings, or pictures in their finished copy. These may come from an electronic source or be scanned into their document.
2. Students will e-mail_____________ voicing their concerns about what is happening to therainforests. They must include accurate information about some of the problems occurring there. (E-mail government officials/agencies or other organizations involved in rainforest preservation. See web sites included in packet.)

CONNECTIONS TO STANDARDS

Mathematics, Science, Technology

Standard 2: Information Systems

Students will access, generate, process, and transfer information using

appropriate technology.

Performance Indicators:

• Understand and use features of word processing, Internet, and reference software
• Use e-mail to share information

Standard 4: Science

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment.

Performance Indicators:

• Identify ways humans have changed environment and the effects of those changes
• Describe, using information collected on precipitation totals, patterns of monthly and seasonal changes in the environment.

English Language Arts

Standard 1: Language for information and understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts.

Performance Indicators:

• Write mini-reports, paragraphs, poetry and complete handouts pertaining to understanding of Amazon rainforest.

Social Studies

Standard 3: Geography

Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live including the distribution of people, places, and environments over the Earth’s surface.

Performance Indicators:

• Understand how to use maps and other graphic representations

To display geographic information, problems and questions.

• Select and design graphs and charts to present geographic information.
• Locate and gather geographic information from a variety of sources.
• Identify how people depend on and modify the physical environment through understanding of concept of deforestation.

LEARNING EXPERIENCES

(Detailed explanations from overview.)
*All worksheets, web sites, and other materials included in back of packet)

1. Initiating activity----Using K-W-L method, students brainstorm what they know about the topic "rainforest." Set the mood with "jungle" music available on tape. Next, show short rainforest video or PowerPoint presentation as a visual introduction. (Eyewitness Jungle) Students then begin to fill in "L" section of K-W-L worksheet. Teacher charts this information and posts in room. Students then write questions they would like to have answered in the "W" section of worksheet. This entire activity may take more than one class period and students will add to "L" list during course of the unit. Students will be given a folder/journal in which to keep all materials together.

(Note: K-W-L is an advance organizer. "K" stands for what we think we already know.

"W" stands for what we want to know. "L" stands for what we have learned.)

Students use old copies of National Geographic and other nature magazines to cut out pictures of plants and animals observed in video. Decorate journal/folder with pictures.

2. Where and what are the rainforests? Use computer to locate map depicting rainforests of the earth. (Use online resource, encyclopedia, or atlas) Either project this image on wall screen for students to view or allow students to access at their own computers. Have students observe locations of rainforests. Introduce vocabulary terms including: equator, tropical zone, climate, humidity, precipitation, and temperature. Record definitions in journal. Provide students with blank world map and have them color in regions where rainforests still exist. Focus attention on Amazon rainforest.

Vocabulary activities (See back of packet)

In the next activity, students use an almanac (on computer or otherwise) to research information about average temperature, rainfall, and precipitation of three different locations around the world. Include the Amazon River rainforest, a desert, and their own home area. Next, using computer, create bar graphs to compare information. Discuss. (Students may work in pairs or groups.) Write a few sentences describing differences.

Students write a short paragraph describing what it might be like to live in a climate that receives so much rain.

Introduce students to Amazon Trail. (software) They will use this to learn about animals, plant life and people of the area.

3. Layers of the Amazon rainforest. Present overall description of four layers with song. Begin presenting information on emergent layer. Students record in journals. Then provide students with worksheet illustrating the four different layers. Color in emergent layer. Continue same procedure with each layer: canopy, understory, forest floor. As teacher presents each layer, have kids learn song verse describing that layer.

Animals of rainforest: Investigate animals that inhabit different layers. Use Internet or computer encyclopedia to gather information about a variety of creatures. In groups or pairs, students will collect data to complete fact sheet. Animals to include birds, reptiles, and mammals of the region. Students will explore why some animals live most of their lives in one particular layer. After students complete fact sheets, share with class.

Create an A-B-C book using word processor. Each student or group to illustrate and write one sentence describing a plant or animal. Include clip art and/or pictures found using Internet/encyclopedia. Laminate and present to other classes.

In cooperative groups, create a diorama using a shoeboxes. Each group to depict a different layer of the rainforest. Stack together when completed to model four layers.

4. Why are rainforests important? Use anticipation guide to activate prior knowledge and to allow

students to share ideas and opinions about rainforests before reading The Great Kapok Tree by

Lynne Cherry. Distribute guide and allow time for students to agree or disagree with statements. Students then record their responses in "before" section of guide. Next, read selection aloud. Then engage class in a discussion on how the book may have changed their opinion on the subject. Complete "after" section of anticipation guide. Record definition of deforestation in journals.

(Note: Students will have been adding to K-W-L charts as unit has progressed. This information will help them complete culminating activity.)

Display a sample of products that come from the rainforest. List others mentioned in The Great Kapok Tree on chart paper. Discuss how deforestation may affect these products and why people continue deforestation activities. Would the elimination of some of these products affect students at all?

Create a poster illustrating specific facts about rainforest to increase awareness. Example: "Did You Know…?" Include caption explaining fact. (See "Background Information")

Overall/wrap-up whole class activity-Create classroom wall mural illustrating plant and animal life. Also, create display of rainforest products.

THEME: "You Won’t Find George in This Jungle"

Unit Type: Knowledge/Inquiry Based

BACKGROUND INFORMATION

• Rainforest Layers

1. Emergent layer-top layer, gets its name due to trees emerging from the main forest roof. Trees may reach a height of 160-200 feet. Can withstand burning sun, strong winds, and large amounts of rain.
2. Canopy-2^nd layer- below the emergent layer. This layer forms an almost closed roof blocking out 80% of sun. Trees reach heights of 100-150 feet. Has the most plant and animal life. Most mammals here are nocturnal. Many animals living here never touch the ground during their entire lifetime.
3. Understory-below the canopy. 1-5% sunlight reaches this layer. Plants are much smaller and have difficulty pollinating due to lack of air movement. However, most insects are concentrated in this layer. Also a variety of frogs, birds, snakes, leopards and jaguars.
4. Forest Floor-0-2%sunlight found here. Almost no plants grow here but millions of ants, beetles, termites, and centipedes can be found in every acre. Rapidly decaying plant life covers the floor and provides nutrients and food for trees and animals.

1. Fragile ecosystem: some facts

1. Over half of the Earth’s living species live in rainforests
2. 20% of oxygen produced in the Amazon Rainforest
3. Over 120 prescription drugs come from rainforest materials
4. Two-thirds of the Earth’s fresh water is found in the Amazon River basin
5. 320 square miles of rainforest burned or logged every day. At this rate, rainforests will be wiped out within 40 years

1. Products of the rainforest

1. common house plants such as African violets, Christmas cactus, periwinkle began in the rainforest
2. bananas, avocados, pineapples, peppers, peanuts, oranges, papaya, lemon, coconut, sugarcane, and cacao
3. coffee beans, cashews, Brazil nuts
4. chicle used in chewing gum
5. chocolate from the cacao seed
6. oil for suntan lotions and cosmetics
7. kapok tree fibers used as filling for life preservers, pillows, upholstery, and insulation
8. rubber tree (latex) used in making tires for cars, and trucks
9. medicines-curare. Used to relax muscles for surgery. Quinine, used to treat malaria

1. Causes of destruction

1. logging for hardwoods like mahogany and teak used in making furniture
2. logging timber to be used for fuel wood and charcoal
3. logging to produce pulp for paper
4. mining for iron ore and gold
5. burning of timber to provide grazing land for cattle, pigs, goats, and chickens

1. Solutions

1. provide people with economic reasons NOT to destroy rainforest. Show people how they can make MORE money with "sustainable" harvesting of resources than with traditional methods. Example, communities and tribes can earn 5 to 10 times more money by harvesting medicinal plants, fruits, nuts, and oils than they can by logging trees.
2. Increase public awareness of the problems with the rainforests.
3. Promote use of "sustainable" rainforest products by consumers. (Increase consumer demand)

ANECDOTAL RECORD

Cooperative Group Activities Observation Sheet

Name__________________________________ Date _______________________________

Rate student’s participation by circling a number from 1-4

(4—Excellent; 3—Good; 2—Satisfactory; 1—Poor/Needs Improvement)

Teacher copy

The Amazon Rainforest

Name _____________________

Directions: Use the words listed below to complete the following group of paragraphs.

endangered, precipitation, deforestation ,climate, tropics, equator, temperature, extinct,

In our unit we have learned that the rainforest is a dense jungle of plants and animals. The plants found there grow so close together they form four different layers. Why do these plants grow so well? Could it be because of their location? Let’s think about that.

The rainforests of the world are each located on or near the earth’s equator. This imaginary line cuts the earth in half. The areas just north and south of this imaginary line are called the tropics. The climate found in these areas is warm and wet year round. The average temperature is between 75 and 86 degrees. The average precipitation is between 80 and 320 inches in a year.

The rainforests of the world are in trouble. They are being destroyed for many reasons. The removing of the plants and trees from an area is called deforestation. This leads to another problem. Animals would lose their homes and food supplies. This would cause them to die off. There would be fewer and fewer of them. These animals are endangered and if they all die off and are no longer found on the earth, they are extinct.

Teacher copy

Layers of the Rainforest

Name _____________________

Directions: Use the words listed below in the word bank to complete the following group of paragraphs.

Word Bank

understory, layers, decomposers, rainforest, emergent, canopy, forest floor

In our unit we have learned that the rainforest is a dense jungle of plants and animals. The plants found there are so thick they form four different layers. Each of these places has a special name.

At the very top level of the rainforest is the emergent layer. It gets its name from the trees emerging from the main forest roof. The trees found here may grow to a height of 200 feet. These trees can withstand the burning sun, strong winds, and great amounts of rain. You may see a Blue Morpho butterfly or a Proboscis monkey here.

The canopy layer is next. This layer is like a great green umbrella for things living there. It helps to protect the animals from the heat and rain. It blocks out about 80% of the sun’s rays. The trees found here may grow to a height of about 150 feet. Of all the layers this one contains the most plant and animal life. Many of the animals living here never touch the ground in their entire life.

Continuing down we come to the layer called the understory. It is made up of small trees, bushes, and plants. Only about 5% of the sun’s light reaches here. The air is also very still. This makes the pollination of plant life very difficult. This layer is the home to most of the insects found in the rainforest. There are also a variety of frogs, birds, snakes, and jungle cats.

The bottom level is called the forest floor. Only about 2% of the sun’s light ever reach this level. This layer has almost no plant life but rapidly decaying plant life covers the floor and provides nutrients and food for trees and animals. You could call this layer "the fertilizer factory". There are millions of ants, beetles, termites, and centipedes found here. These insects are called decomposers.

VOCABULARY DEFINITIONS

equator an imaginary line around the middle of the Earth. Many rainforests exists along the equator.

climate- the pattern of weather a place has from year to year. The Amazon Rainforest has a warm and wet climate.

precipitation- rain, snow or any other moisture that falls from the sky. The yearly precipitation in the Amazon Rainforest is between 80 and 320 inches per hear.

rainforestthick forests that grow in areas of heavy rainfall around the equator. Rainforests provide a home for the widest variety of animals and plants found anywhere in the world. They have a very warm and wet climate.

deforestation removing the plants and trees from an area. The Amazon Rainforest loses thousands of acres of land every year to deforestation.Trees and plants are burned or cut down.

temperature- how hot or cold the air is.The average temperature in the Amazon Rainforest is 75-86 degrees.

tropics – an area north and south of the equator. The Amazon Rainforest is in the tropics.endangered - any plant or animal that is at risk of becoming extinct. The plants and animals that live in the rainforest are endangered because of deforestation. They lose their homes and can not find food. extinct- any plant or animal that is no longer found living on the earth There are many plants and animals of the rainforest that are now extinct.

extinct – plants or animals no longer living on the earth. Many plants and animals of the Amazon Rainforest are now extinct because of deforestation.

decomposers – There aremillions of ants, beetles, termites and centipedes that help change the dead plants and animals into fertilized soil. The fertilized soil helps to feed the growing plants and trees.

forest floor - This is the bottom level of the rainforest and almost no plant life grows here, but millions of insects are found here. The decaying plant life covers the floor and provides food or nutrients for the trees and animals.

understory – Moving up from the forest floor, the understory is the next layer. Small trees, bushes and plants grow there. The air is very still and only a little light reaches this layer. Frogs, insects, birds, snakes and jungle cats live in the understory.

canopy- The third layer from the forest floor is the canopy. This layer is like a big green umbrella that helps protect the animals from the heat and rain. 80%of the sun’s rays is blocked out. Many plants and animals live here. Some of the animals never touch the ground.

emergent – The fourth and last layer from the forest floor is the emergent layer. It is at the very top and the trees found there can grow to be 200 feet high. These trees can handle the burning sun, strong winds and large amounts of rain. The Blue Morpho butterfly and the Proboscis monkey live here.

VOCABULARY ACTIVITIES

Jungle Word Search- The number of players for this game depends on the number of words and definitions. More students can participate by throwing in erroneous or silly words and definitions.

Give each student a folded index card. On the front of each card is either a vocabulary word or a definition. Inside each set of vocabulary/definitions cards place matching stickers. The folded card should be paper-clipped together to prevent peeking inside.

Send students on a jungle search to match words with their definitions. Once students have decided on a match, they then may open their cards to see if they have been successful by matching like stickers.

Once all matches have been made review terms and their meanings.

Rainforest Concentration –(2-4 players) Using colored index cards, write the vocabulary word on one color and the definition on another color. Place a matching sticker on each of the matching word and definition cards.

Mix the cards up and place face down. Students take turns finding matches. Matching stickers confirm a match.

This game could be made more challenging by using only one colored index card.

Self-Checking Vocabulary- this is a quick and easy method for students to practice their vocabulary words and their definitions independently.

Fold an index card. Write a vocabulary word on the front top and the definition underneath. Leave out critical words and label each blank with a,b,c etc. Answers to each blank will be written inside card. Students will decide what goes in blanks and then check inside card for accuracy.

Song to be sung to the tune of "I’ve Been Working on the Railroad")

"I'm Going to Take You Through the Rainforest"

I'm going to take you through the rainforest,

With four layers to see.

We're going to travel through the rainforest,

There are layers yes indeed.

The forest floor is at the bottom

So dark it's hard to see.

But lots of life can still be found there,

Living happily.

Chorus:

Forest won't you grow!

Forest won't you grow!

Forest won't you grow for meeee!

Forest won't you grow!

Forest won't you grow!

Forest won't you grow for me!

The understory is the next one,

Bushes, plants, and trees.

Bats and butterflies are found there,

Flying so carefree!

Forest won't you grow!

Forest won't you grow!

Forest won't you grow for meeee!

Forest won't you grow!

Forest won't you grow!

Forest won't you grow for me!

The canopy’sa green umbrella,

Keeping out the heat and rain.

Monkeys, sloths, and orchids hang there,

Enjoying the terrain!

Forest won't you grow!

Forest won't you grow!

Forest won't you grow for meeee!

Forest won't you grow!

Forest won't you grow!

Forest won't you grow for me!

The emergent layer is the top part,

Reaching towards the sky.

Catching the golden rays of sunshine

Making life just fine!

Forest won't you grow!

Forest won't you grow!

Forest won't you grow for meeee!

Forest won't you grow!

Forest won't you grow!

Forest won't you grow for me!

Culminating Activity—Walk in the Rainforest

Writing Rubric

The student will demonstrate the ability to express thoughts through writing.

The students will create a piece of writing to share with others. They will think, plan, write, read over, and share.

Students need to acquire/learn how to:

• gather information
• develop a topic
• use new vocabulary correctly
• use complete sentences
• spell high frequency words
• use correct punctuation and capitalization

Culminating Activity—E-mail

Writing Rubric

The student will demonstrate the ability to express thoughts through writing.

The students will create a piece of writing that will be E-mailed to government official/agency.

(Total score multiplied by 2)

Students need to acquire/learn how to:

• gather information
• develop a topic
• use new vocabulary correctly
• use complete sentences
• spell high frequency words
• use correct punctuation and capitalization
• correct use of e-mail

"You Won’t Find George in This Jungle"

Overall Score

Unit Activities: Possible Points: Points Earned

1. "Layers of the Rainforest" 14 ____

2. "The Amazon Rainforest" 16 ____

3. Bar Graph-precipitation 10 ____

4. Diorama-a rainforest layer 5 ____

5. Fact Sheets-animal information 14 ____

6. "ABC Book" 5 ____

7. "Did You Know?"-poster 5 ____

Culminating Activities:

1. "Walk In the Rainforest" 12 ____

2. E-mail letter expressing rainforest concerns 9 (x 2) ____

Total Points Earned: ____

Total Points Possible: 98

Overall score expressed as a percentage: ____

Internet sites: Use these sites with E-mail culminating activity. This is just a sample listing of organizations attempting to preserve the rainforest. These sites also lead to many other sites and provide e-mail addresses where students can express their concerns.

http://www.hipark.austin.isd.tenet…./rainforests/wildlife/wildlife.html

http://205.232.225.5/Whacked/Intran…1Studies/AmazonAdventure/Forest.htm

http://www.greenkeepers.com/

http://168.216.238.53/amazon/

http://168.216.238.53/amazon/index.htm

http://www.ran.org/ran/

http://www.ran.org/ran/intro.html

http://www.conservation.org/web/aboutci/why.htm

Student Materials

Name_______________________________

I wonder….

Directions: Look at the sentences on this page. Read reach sentence. If you think what it says is right, print "yes" on the "BEFORE" line. If you think it is wrong, print "no" on the "BEFORE" line. Then read selection, talk about it with your teacher and group. Then complete the "AFTER" section.

BEFORE AFTER

_______ _______ 1. It is always hot in the Amazon rain forest.

_______ _______ 2. The tops of the trees are called the canopy.

_______ _______ 3. The animals that live in the rainforest like lots of light.

_______ _______ 4. Parrots, monkeys, and jaguars are some of the animals that live in the rainforest.

_______ _______ 5. Oxygen comes from the trees in the rainforest.

_______ ________ 6. The bottom of the rainforest is called the understory.

_______ ________ 7. A lot of animals lose their homes when trees are cut down in the rainforest.

Layers of the Rainforest

Color Sheets

Layers of the Rainforest

Color Sheets

Amphibians of the Amazon Rainforest-Facts Sheet

Facts collected by ______________________________________________________

1. The name of my amphibian is _______________________________________(1 pt.)

2. This amphibian can be found ________________________________________(1 pt.)

3. This amphibian's physical characteristics are:

Color _______________________(1 pt)

Length_____________________(1 pt.) Weight_____________________(1 pt.)

4. My amphibian eats _______________________________________________(1 pt.)

5. It gets its food by _________________________________________________(1 pt.)

6. My amphibian's enemies are ________________________________________(1 pt.)

7. It protects itself by ________________________________________________(1 pt.)

8. My amphibian helps the rainforest by ________________________________(2 pts.)

This is a picture of my amphibian. (2 pts.)

Birds of the Amazon Rainforest-Facts Sheet

Facts collected by _______________________________

1. The name of my bird is ________________________(1 pt.)

2. This bird can be found _____________________________________________(1pt.)

3. This birds physical characteristics are:

Color__________________________(1 pt.)

Length: ______________________(1 pt.) Weight: ___________________(1 pt.)

4. My bird eats ____________________________________________________ (1 pt.)

5. It gets its food by _________________________________________________(1 pt.)

6. My bird's enemies are _____________________________________________(1 pt.)

7. It protects itself by ___________________________________________(1 pt.)

8. My bird helps the rainforest by _____________________________________(3 pts.)

This is a picture of my bird. (2 pts.)

Insects of the Amazon Rainforest-Facts Sheet

Facts collected by ____________________________________

1. The name of my insect is ______________________________(1pt)

2. This insect can be found _______________________________(1 pt.)

3. This insect's physical characteristics are:

Color ______________________________________________(1 pt.)

Length __________________________(1 pt.) Weight _______________(1 pt.)

4. My insect eats__________________________________________________(1 pt.)

5. It gets its food by _______________________________________________(1 pt.)

6. My insect's enemies are __________________________________________(1 pt.)

7. It protects itself by_______________________________________________(1 pt.)

8. My insect helps the rainforest by ____________________________________(2 pts.)

This is a picture of my insect. (2 pts.)

Reptiles of the Amazon Rainforest-Facts Sheet

Facts collected by _____________________________________

1. The name of my reptile is _____________________________(1 pt.)

2. This reptile can be found ______________________________(1 pt.)

3. This reptile's physical characteristics are:

Color _________________________(1 pt.)

Length _______________________(1 pt.) Weight ___________________(1 pt.)

4. My reptile eats ___________________________________________________(1 pt.)

5. It gets its food by _________________________________________________(1 pt.)

6. My reptile's enemies are ___________________________________________ (1 pt.)

7. It protects itself by ________________________________________________(1 pt.)

8. My reptile helps the rainforest by _________________________________(2 pts.)

This is a picture of my reptile. (2 pts.)

Mammals of the Amazon Rainforest-Facts Sheet

Facts collected by __________________________

1. The name of my mammal is _______________________________________(1 pt.)

• This mammal can be found _____________________________________(1 pt.)

• This mammal's physical characteristics are:

Color_________________________(1 pt.)

Length__________________________(1 pt.) Weight________________ (1 pt.) 

4. My mammal eats _______________________________________________(1pt.)

5. It gets its food by _______________________________________________(1 pt.)

6. My mammal's enemies are ________________________________________(1 pt.)

7. It protects itself by _______________________________________________(1 pt.)

8. My mammal helps the rainforest by _________________________________(2 pts.)

This is a picture of my mammal. (2 pts.)

Layers of the Rainforest

Name _____________________

Directions: Use the words listed below in the to complete the following group of paragraphs.

Word Bank

understory, layers, decomposers, rainforest, emergent, canopy, forest floor

In our unit we have learned that the __________ is a dense jungle of plants and animals. The plants found there are so thick they form four different __________. Each of these places has a special name.

At the very top level of the rainforest is the __________ layer. It gets its name from the trees emerging from the main forest roof. The trees found here may grow to a height of 200 feet. These trees can withstand the burning sun, strong winds, and great amounts of rain. You may see a Blue Morpho butterfly or a Proboscis monkey here.

The __________ layer is next. This layer is like a great green umbrella for things living there. It helps to protect the animals from the heat and rain. It blocks out about 80% of the sun’s rays. The trees found here may grow to a height of about 150 feet. Of all the layers this one contains the most plant and animal life. Many of the animals living here never touch the ground in their entire life.

Continuing down we come to the layer called the __________. It is made up of small trees, bushes, and plants. Only about 5% of the sun’s light reaches here. The air is also very still. This makes the pollination of plant life very difficult. This layer is the home to most of the insects found in the rainforest. There are also a variety of frogs, birds, snakes, and jungle cats.

The bottom level is called the __________. Only about 2% of the sun’s light ever reach this level. This layer has almost no plant life but rapidly decaying plant life covers the floor and provides nutrients and food for trees and animals. You could call this layer "the fertilizer factory". There are millions of ants, beetles, termites, and centipedes found here. These insects are called __________.

The Amazon Rainforest

Name _____________________

Directions: Use the words listed below, to complete the following group of paragraphs.

endangered, precipitation, deforestation, climate, tropics, equator, temperature, extinct

In our unit we have learned that the rainforest is a dense jungle of plants and animals. The plants found there grow so close together they form four different layers. Why do these plants grow so well? Could it be because of their location? Let’s think about that.

The rainforests of the world are each located on or near the earth’s__________. This imaginary line cuts the earth in half. The areas just north and south of this imaginary line are called the__________. The __________found in these areas is warm and wet year round. The average __________is between 75 and 86 degrees. The average __________is between 80 and 320 inches in a year.

The rainforests of the world are in trouble. They are being destroyed for many reasons. The removing of the plants and trees from an area is called__________. This leads to another problem. Animals would lose their homes and food supplies. This would cause them to die off. There would be fewer and fewer of them. These animals are __________and if they all die off and are no longer found on the earth, they are__________.