Activity Works

Pack your bug spray and listen for monkeys!

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Let's explore the rainforest together!

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Congratulations!

Rainforest Expedition

Completed!

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fun facts fun facts
Rainforest Foods
Rainforest Foods

Around 80% of the food we eat originally came from rainforests, including coffee, chocolate, rice, tomatoes, potatoes, bananas, black pepper, pineapples and corn.

View from the top
View from the top

The red-eyed tree frog flashes its brightly colored body parts when startled. It sleeps by day with its eyes closed and body markings covered, stuck to leaf-bottoms.

No need for sunglasses
No need for sunglasses

The forest floor is almost completely dark – with less that 1% of the available sunlight making it through the tree canopy above.

Find more fun episode activities below!

lesson plan lesson plan

Overview

Science

Students will take a vigorous walk through the Amazon in South America. While increasing heart rate by climbing, jogging and swimming, students will learn the four strata of the rainforest, as well as meet the animals who live there.

Lesson

The Rainforest-Biomes

National Standard(s) Addressed:

#3 Life Sciences

Students should develop an understanding of organisms and environments.

#7 History of Nature and Science

Science as a human endeavor.

Goals

Performance

Students will become aware of the importance of recycling, and take the initiative to recycle.

Cognitive

Students will become familiar with the environmental structures and animals of the rainforest.

Affective

Students will appreciate and value the importance of the rainforest.

Pre-Teach Vocabulary

  • Strata – Several layers; like a cake.
  • Amazon – A huge river in South America and a rainforest in South America.
  • Rainforest – Dense forest in a tropical region receiving at least 100 inches of rain per year.

Activate Prior Knowledge

Google “rainforest map” and display the Web page for the class. Ask students: “What makes a rainforest special?

Assess and Think Critically

Using a Venn diagram, ask students to compare and contrast the rainforest with our environment.

Ask students to recall some of the animals that live in the rainforest.

Ask students to give examples of how they can save the rainforests of the world. Discuss the importance of saving them.

What activity/activities made your heart rate increase?

Why do you think your heart rate increased? [When large muscle groups are involved in the activity, when you lift your arms over your head, or if you perform an activity for a long period of time, the demand of blood to the muscles also increases.]

Why is it important to increase your heart rate during activity? [The heart is a muscle. When we increase heart rate, we are “exercising” our heart muscle.]

Overview

Physical Education

Students will take a vigorous walk through the Amazon in South America. While increasing heart rate by climbing, jogging and swimming, students will learn the four strata of the rainforest, as well as meet the animals who live there.

Lesson

Cardiovascular Fitness

National Standard(s) Addressed:

#4 Physical Fitness

Achieves and maintains a health-enhancing level of physical fitness.

Goals

Performance

Students will engage in 10 minutes of low to high intensity activity to improve cardiovascular fitness.

Cognitive

Students will understand the relationship between various movements/activities and heart rate levels.

Affective

Students will appreciate the need to be active as it pertains to one’s personal well-being.

Pre-Teach Vocabulary

  • Cardiovascular Fitness – The ability of the heart, lung and blood vessels to transport enough oxygen to working muscles.
  • Heart Rate – The number of times the heart beats per minute.

Activate Prior Knowledge

Ask students to place their hand on their hearts and to feel their heart beating. Ask students to simulate a heart beating by opening and closing their hand. Ask them to show you how a heart beats when a person is running. When a person is resting. Ask students to tell about activities  they have participated in that increased their heart rate.

Assess and Think Critically

Begin by asking students to share how they felt while walking and moving through the rainforest.

Ask:
What activity/activities made your heart rate increase?

Why do you think your heart rate increased? [When large muscle groups are involved in the activity, when you lift your arms over your head, or if you perform an activity for a long period of time, the demand of blood to the muscles also increases.]

Why is it important to increase your heart rate during activity? [The heart is a muscle. When we increase heart rate, we are “exercising” our heart muscle.]