Life in the World's
Tropical Rainforests

An activity for understanding what defines rainforests, their vast biodiversity, and their importance to the health of the Earth

Rainforests! The Earth’s lungs. They’re being destroyed globally at unimaginable rates. Why? For agriculture, cattle grazing, mining, urban and suburban development…all human activities. And at what cost? Hundreds or, perhaps, thousands of species are displaced when just one section of forest is torn down.

Like urban apartment buildings, life in forests occurs vertically as well as horizontally. Great diversity of animal species live at each vertical level of the forest, some at dizzying heights, and with vast varieties of resources at each level. This reduces competition and allows hundreds of species to live together. Forests provide accommodations for all, including living quarters, a wide variety of foods, shelter from the elements, and hiding places from predators. From the forest floor to the very tall treetops, there’s something vital for everyone.

Here’s an opportunity to learn about who loses their homes when we humans take them away. These lessons provide opportunities for kids to brainstorm what can be done—what we can all do in our everyday lives—to preserve those vital rainforests. The video below incorporates beautiful visual images and intriguing sounds.

The accompanying downloadable game matches species to the levels of the rainforests in which they live. It’s a visual learning opportunity. Lessons include rainforest definitions, layers of a tropical rainforest and their attributes, a peek into who lives at each layer, the symbiotic relationships inherent in healthy and diverse ecosystems (biodiversity), the crises rainforests are facing, their importance to and impact on us all, and what can be done to save them.

For Educators: Education Standards

STEP 1: WATCH THE VIDEO

STEP 2: PRINT AND PLAY

Have fun while learning!

MATERIALS AND PREPARATION

Materials:

Levels of the Rainforest gameboard
36 Rainforest Animal game tiles are divided into 10 Forest Floor species, 8 Understory species, 13 Canopy species, and 5 Emergent Layer species.

Preparation:

Print the game board and tiles. For best results, print on card stock. Laminate if you wish.
Cut out the 36 game tiles.
Click on the numbered activity buttons to the right of the graphics for instructions.

Levels of a Rainforest GameBoard

rainforest Game Tiles

GAMES, ACTIVITIES, AND LESSONS

Five Fun Options:

GOALS

Here’s what you’ll learn:

The characteristics that define a rainforest
That there are rainforests on every continent except Antarctica
That 50% of plant and animal species live in rainforests
That life in rainforests occurs in layers
The names and properties of the layers of a rainforest
The names of some of the many animal species that live in a rainforest
That habitats need to be protected in order to save the animals that live in them
That rainforests are being destroyed at an alarming rate
That the entire Earth needs the rainforests
What you can do to help

HELPFUL RESOURCES

Primate Facts
- The biological order of primates
- Where primates live
- The differences between Latin American (New World) and African-Eurasian (Old World) monkeys
Where Primate Live Video and Activity
Primates and Their Habitats
Conservation Statuses: The Alphabet Soup of Conservation
Primate Species Profiles
What You Can Do to Help Animals and the Environment

OBJECTIVES

Here’s how:

Correctly match each animal species to the level of the rainforest in which they primarily live
Learn rainforest layer definitions and properties
Discover that rainforests can and do exist in multiple worldwide locations
Understand that each layer of a rainforest supports a great deal of life, and each life in the rainforest is integral to the survival of the rainforest
Understand the significance of biodiversity
Grasp that rainforests throughout the world, and the animals that live in them, are at-risk

Lesson developed by Debra Curtin, 2016-2018

EDUCATION STANDARDS

Massachusetts Science Standard(s)*

1-Life Science 1-1(1-LS1-1) (a) Use evidence to explain that different animals use their body parts and sense in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find and take in food, water, and air.

1-Life Science 1-2(1-LS1-2) Obtain information to compare ways in which the behavior of different animal parents and their offspring help the offspring to survive.

*When available, Common Core Standards are used. Otherwise Massachusetts State Standards will be used for reference.

Common Core State Standards for English Language Arts & Literacy

Kindergarten

CCSS.ELA-Literacy.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

CCSS.ELA-Literacy.W.K.7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

CCSS.ELA-Literacy.W.K.8 Recall information from experiences or gather information from provided sources to answer a question.

First Grade

CCSS.ELA-Literacy.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

CCSS.ELA-Literacy.W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Second Grade

CCSS.ELA-Literacy.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

CCSS.ELA-Literacy.W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

CCSS.ELA-Literacy.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

Massachusetts Social and Emotional Learning Standards

SEL 11 The child will demonstrate beginning personal, social, and ethical responsibility.

Learning for Justice Standards

Action 20 Students will plan and carry out collective action against bias and injustice in the world and will evaluate what strategies are most effective.

Know

1-LS1-1 Standard Bottom Line

Animals are diverse and have specialized adaptations that help them survive and thrive in their environments, and students can use evidence to explain these concepts.

Animal Diversity
Body parts & function
- eyes, ears, hands/feet, skin/scales/fur/feathers, legs/wings/fins, mouths/beaks
Sensory Perception
- sight, hearing, smell, touch, taste
Adaptations
Basic Needs
Behavioral Patterns
Dependence on Environment

1-LS1-2 Standard Bottom Line

Animals use diverse strategies to ensure the survival of their young, and students can explain different behaviors in different animals.

Animal Behavior
Survival Skills
- feeding, protection, teaching, shelter

Nonfiction Writing Standards Bottom Line (Optional)

Students use increasingly sophisticated writing structures to communicate nonfiction information clearly and coherently.

An informational text focuses on a specific topic.
An informational text provides facts and details about the same topic.
An informational text provides a sense of closure.

Research Standards Bottom Line

Use personal experiences and a variety of provided sources to gather information, and work with others to clearly present that information.

Recall personal experiences.
Use resources provided by a teacher to gather new information.

SEL Bottom Line

Students develop a shared sense of responsibility to contribute to the well-being of themselves and others in their community.

Take ownership of their own actions.
Recognize the feelings, rights, and experiences of others.
Recognize how our behavior affects others.
Understand the difference between right and wrong.

Action Bottom Line

Students can work with others to make their classroom, community, and world fair for everyone.

Recognize different forms of bias and injustice.
Commutative effectively with peers, teachers, and other community members.
Research issues related to injustice.
Develop an action plan for addressing injustices.
Advocate for change initiatives.
Evaluate outcomes of initiatives.

Show

Matching: Students will (SW) match animals to the layer of the rainforest the animal lives in.

Science Journal (optional): SW record knowledge in a journal, using game pictures, drawings, labeling, or writing sentences.

Classroom discussion: SW share observations with peers. SW compare animals across and between layers. SW explain their thinking. SW share wonderings/questions about animals. SW present new information to peers.

Storytelling (optional): SW tell stories about animal life as it relates to animal behavior and survival.

Compare & contrast (optional): SW discuss behaviors that are similar or different between varying animals. SW discuss behaviors that are similar or different between parents and young. SW discuss how these behaviors help young survive. (For example, adult eagles hunt, baby eagles stay in the nest.)

Research: SW use provided resources (physical or virtual books, videos, NEPC website, or other approved resources) to find new information about animals with guidance and support. SW present and share research in a clear way, such as: discussion, writing, drawing pictures, using provided visuals, or role playing.

Writing (optional): SW write nonfiction text to share learned information. SW use relevant vocabulary to add details in simple sentences.

Action: Take turns in class discussion, share ideas and classroom materials, follow classroom expectations. Describe ways to contribute to a better classroom, community, and world.

Education Standards Success Criteria can be found at the bottom of each Game, Activity, and Lesson page of this module.

Standards by Brandi Bellacicco, May 2024

​Life in the World'sTropical Rainforests