Project GLAD€¦ · Web viewStudents will listen to English speakers demonstrating vocabulary...

Project GLADWashoe County School DistrictANIMALS OF THE RAINFOREST

(Level K)IDEA PAGES

I. UNIT THEME: Taking care of natural resources for a better tomorrow

Animals adaptations Elements of change Conservation

FOCUS/MOTIVATION

Big Book Inquiry Chart Observation Charts Zoologist Awards Snake Expert Assembly National Geographic videos Cognitive Content Dictionary

III. CLOSURE

Process charts Share big books and personal explorations Fundraiser to buy an acre in the Children’s Rainforest of Costa Rica Team Presentations/Evaluations

IV. CONCEPTS: GRADE K

Similarities and differences among animals Classification oviparous vs. born alive Animals serve different purposes Classification and characteristics of mammals, reptiles, amphibians, birds, and insects

Animals in the Rainforest Level K NV 1Washoe County - Project G.L.A.D (06/07 JB)

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V. NEVADA STATE STANDARDS – GRADE K

SCIENCEPhysical Science1.K.1 Investigate and describe how objects move.1.K.4 Observe and describe how objects behave when placed in water.

LIFE SCIENCE

Animals6.K.1 Observe and describe animal attributes.6.K.2 Compare and contrast how humans and animals use their senses. 8.K.1 Observe and describe how animals have offspring that are the same kind of animal.8.K.2 Sort animals by observable characteristics.

ENVIORNMENTAL SCIENCEEcosystems15.K.1 Recognize that animals live in different places.

BASIC AND INTEGRATED SCIENCE PROCESS

Scientific Values and Attitudes21.K.1 Ask questions about the world.

Communication Skills22.K.3 Share information and ideas with others. SOCIAL STUDIES

Geography1.K.1 Use vocabulary related to direction and location.1.K.2 Recognize a map and globe.1.K.8 Recognize water and land on a map or a globe.

Physical Systems3.K.1 Identify daily weather conditions.


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LANGUAGE ARTS

Reading1.K.1 Use high frequency words and environmental print to read simple text.2.K.1 Use prior knowledge and picture clues as pre-reading strategies to aid comprehension.2.K.2 Ask questions about known words in text.2.K.6 Demonstrate book handling and concepts of print.3.K.5 Listen for rhythm, rhyme, and alliteration.3.K.6 Read age appropriate material for a variety of purposes.3.K.7 Listen and respond to poetry and prose.4.K.2 Recall information from text, pictures, and graphs.4.K.6 Follow with teacher assistance, a simple pictorial/written direction.5.K.1 Respond to information by drawing or writing with teacher assistance.5.K.4 Draw or write, with teacher assistance, response to literature.6.K.1 Select, with teacher assistance, ideas for writing , using pictures to hold ideas.6.K.2 Organize and sequence ideas generated in group discussions.6.K.3 Draw or write simple stories and poems, demonstrating that printed language is oral language written down.6.K.7 Share and respond to drawing or writing with others.

Listening and Speaking8.K.4 Listen to and follow an oral direction.9.K.1 Use and expand vocabulary to communicate ideas.9.K.2 Speak clearly at an understandable pace.9.K.3 Share and respond to ideas.9.K.4 Relate experiences and retell stories.10.K.1 Demonstrate turn-taking in conversations and group discussions.11.K.1 Formulate questions, to explore areas of interest.11.K.2 Use reference materials such as Word Walls, personal ABC books, etc.


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VI. NEVADA PERFORMANCE LEVEL INDICATORS ENGLISH LANGUAGE PROFICIENCY STANDARDS KINDERGARTEN

ELP STANDARDSStandard 1.0: Students develop reading fluency in English.

Level I Students will have little understanding of English words, but use gestures and

pictures to communicate.

Level II Students listen to high frequency words with some understanding.

Level III Students will understand high frequency words.

Level IV Students will use high frequency words in environment with modeling.

Standard 2.0: Students use language learning strategies to extend their communicative competence in English across all content areas.

Level I Students will listen to English speakers to learn vocabulary and respond in native

language. Students will not understand questions posed about picture clues, but will need

native language support or TPR to create meaning. Students will demonstrate book handling when shown and, depend on prior

experiences, have concepts of print in native language.

Level II Students will listen to English speakers demonstrating vocabulary and linking prior

knowledge to word concepts. Students will begin to understand questions posed about picture clues and respond

with gestures. Students will begin to demonstrate book handling and concepts of print in English.

Level III Students will link picture clues and prior knowledge to build vocabulary necessary for

reading. Students will ask questions about meanings of words in English using native

language skills.


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Level IV Students will use prior knowledge/picture clues for pre-reading with suggestions and

prompts from English speaker. Students will ask questions with non-Standard English usage about new English

words in texts. Students will demonstrate book handling and concepts of print.

Standard 3.0: Students read and demonstrate comprehension of written content-related.

Level I Students will listen, to short simple stories supported by pictures and gestures for

comprehension in English. Students will listen and mimic rhyme and alliteration without total comprehension

when modeled by an English speaker. Students will explore and show interest in English text looking at pictures while

commenting in native language.

Level II Students will listen to stories supported by pictures and gestures for comprehension

in English. Students will listen and repeat rhymes and alliteration when modeled by an English

speaker. Students will explore English texts beginning to match pictures with basic words of

concrete objects and gestures.

Level III Students will listen to familiar stories and answer questions with short answers in

English or gestures. Students will listen for rhythm, match rhyme and alliteration with words that may not

be understood. Students will begin to read simple patterned books with help from English speakers.

Level IV Students will listen to familiar stories and answer questions with short answers and

phrases. Students will listen for rhythm, match rhyme and alliteration after modeling by

English speakers with comprehension. Students will begin to read patterned books previously introduced by English

speakers.


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Standard 4.0: Students demonstrate comprehension of content-related vocabulary sufficiently to construct and apply academic knowledge.

Level I Students will listen and show action of meaning of common English words, when

pointed out in the print environment. Students will listen and identify actions in stories through picture depiction when

asked by pointing or nodding. Students will mimic and repeat words and phrases in English with some

understanding after instruction.Level II

Students will begin to recognize simple words in English previously introduced in the print environment.

Students will sort pictures of a story sequencing order after teacher modeling and instruction.

Students will repeat short simple phrases in English with comprehension.Level III

Students will begin to understand common English words in the print environment. Students will sort information provided them into sequence from experiences or

stories. Students will produce simple short oral phrases in English to answer questions posed.

Level IV Students will understand that printed materials in English bring knowledge. Students will repeat information in sequence from experiences or stories with teacher

modeling. Students will produce oral statements and questions in English.

Standard 5.0: Students write in a variety of forms with increasing accuracy of syntax and structure to effectively address a specific purpose and audience across all content areas.Level I

Students will point to pictures when asked about specific words modeled by the teacher.

Students will identify pictures by pointing or selecting one when asked. Students will draw and copy pictures in the classroom and repeat words associated

with them when modeled by the teacher.Level II

Students will draw pictures to depict information presented in the classroom. Students will draw objects depicting bits of understood information according to

previous instruction. Students will draw/copy pictures seen in relationship to stories read by the teacher.


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Level III Students will draw or write words connected to information presented in the

classroom. Students will draw or write words to communicate words representing objects after

teacher instruction. Students will draw pictures and write sentences negotiated in a group representing

stories read to them in English. Students will draw pictures in response to simple stories read to them.

Level IV Students will draw or write short responses to information. Students will draw or write to communicate information after teacher instruction. Students will draw or write responses to literature after teacher instruction.

Standard 6.0: Students compose original texts in English utilizing appropriate syntax and grammatical structure across content areas.

Level I Students will point to pictures that have to do with the lesson. Students will copy pictures of words introduced to gain comprehension of

vocabulary. Students will listen and use gestures to respond to drawings introduced in English.

Level II Students will copy and repeat words about pictures introduced in the lesson. Students will draw illustrations of words introduced in stories to show comprehension. Students will share and respond to drawings in native language that are understood

in English.

Level III Students will write short words to identify pictures used in instruction. Students will draw and copy words introduced in stories by the teacher. Students will share and respond to drawings with short words and phrases.

Level IV Students will write short words and phrases about pictures used in instruction. Students will draw and copy sentences about simple stories with teacher help.


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Standard 8.0: Students listen and evaluate spoken conversation or discourse with a variety of audiences such as formal, consultative, casual, and intimate language registers.

Level I Students will listen to teacher’s explanation of classroom activities with visual aids

and help from peers or native language support. Students will sit quietly while the teacher reads stories with little comprehension

except through the recognition of pictures. Students will listen to oral directions with little comprehension until modeling or

native language support is given.

Level II Students will listen to teacher’s explanations of classroom information when teacher

uses visual and TPR assistance. Students will attend to stories when the teacher uses visuals, story boards and TPR. Students will listen to and follow oral directions when modeled by the teacher and

other students.

Level III Students will listen to the teacher’s explanation of information, problem solving, and

enjoyment including simple conversations. Students will attend to stories when the teacher uses pre-reading strategies such as

introducing new vocabulary. Students will listen to and follow oral directions with some teacher help and

modeling.

Level IV Students will listen to obtain information, to solve problems or enjoyment with

teacher help and comprehensive input. Students will attend to and respond to stories with limited responses. Students will listen to and follow an oral direction.

Standard 9.0: Students communicate orally in English using correct syntax and connotation in social and academic settings.

Level I Students will repeat vocabulary that is presented to them in a comprehensive way. Students will repeat words and phrases in small groups or individually. Students will try to use some words in English to relate personal stories, but rely on

native language support. Students will listen to teacher directions to complete a task and try to repeat them

when asked to do so.


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Level II Students attempt to use learned vocabulary to communicate needs. Students will start to relate personal experiences in English but rely on native

language to give details.

Level III Students will begin to use simple vocabulary to communicate needs that have been

previously taught in the classroom. Students will speak short phrases where native speakers can comprehend with some

clarification. Students will responds to ideas previously taught in the classroom through direct

instruction. Students will repeat directions to complete a task after teacher models.

Level IV Students will begin to use and expand vocabulary to communicate ideas that have

been previously taught in the classroom. Students will speak sentences in English where native speakers can comprehend with

ease.

Standard 10.0: Students convey through oral language their own thoughts about situations, experiments, abstract ideas, and concepts with enough details for native English speakers to comprehend meaning.Level I

Students will listen to questions posed in English and give learned responses. Students will be able to learn and repeat new vocabulary that is explicitly given to

them in a comprehensible manner.

Level II Students will begin to understand questions that had been taught and modeled in the

classroom. Students will be able to understand ideas and information that is presented using

visuals and modeling for comprehension.

Level III Students will begin to understand questions that are asked in English and answer

with one or two word responses. Students will begin to understand ideas and information presented and to offer

personal information.

Level IV Students begin to ask and answer questions in English. Students begin to share ideas and information.


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VII. VOCABULARY


acrobatsadaptationsaffection groomingalgaeambushamphibianantennaearborealbaskingbeakbillbirdbudscamouflagecanopycarnivorecarvingcatchchangecharacteristicsclawcolonycontinentscool off cooperationdecomposingdestroydietdiurnaldrowneco-systememergentendangeredenemiesexoskeletonextincteyelidsfecesfemaleforagingforest floorfruitfungiguardhabitathatchlinghatchlingherbivore

hunterinsectmalemammalmatingmetamorphosisnarrownestnocturnalnocturnalnostrilsoceans offspringparalyzepoisonpredatorpreyproducerprotectionprotectionpulpreptileriverrodentsroostslithersnapsnoutssnoutsstranglesubmerged tadpolesteartiptroopundergroundunderstoryvegetarianwarningweaponswebbedzoologist


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VIII. TEACHER RESOURCES

Allen, Judy and Tudor, Humpries, Are You an Ant? Boston: Kingfisher, 2002.Andrews, Julia, Rain Forest. New York: Ride Scholatic Inc., 1996.Arnosky, Jim, All About Frogs, New York: Scholastic Inc., 2002Berger, Melvin, Life in the Rainforest, New York, Newbridge Educ. Publishing, 1993.Berger, Melvin and Berger, Gilda. Ants, New York: Scholastic Inc., 2002______, Sting: A Book About Dangerous Animals, New York: Scholastic Inc., 2003.Bonnett, John, “Alligators and Crocodiles”, Zoobooks. Poway, CA: Weco Wildlife Education Ltd. Vol. 17, No. 10, 2000.Brenner, Barbara, Thinking About Ants. New York: Mondo Pub., 1997.Canizares, Susan and Chanko, Pamela, Monkeys, New York: Scholastic Inc., 1998.Darling, Kathy, Rain Forest Babies, New York: Scholastic Inc., 1996.De Pauw, Debby, Tropical Rainforests, Montery, CA: Evan-Moor Corp., 1993.Grassy, John, Eyes on Nature: Apes and Monkeys, Chicago, IL: Kids Books Inc., 1997.Greenwood, Elinor, DK Eye Wonder: Rainforest, London: Dorling Kindersley Ltd., 2001.Hardy, Ann. The Wonders of Nature: Rain Forest, Baltimore, Maryland: Dream House Ottenheimer Pub. Inc., 1994.Morris, Neil, Forests, New York: Crabtree Pub. Co., 1998.National Geographic Society, The Emerald Realm: Earth’s Precious Rain Forests, Washington, D.C.: National Geographic, 1990.Patent, Dorothy Hinshaw, Flashy Fantastic Rainforest Frogs, New York: Scholastic Inc., 1997. Pipe, Jim, The Giant Book of Creatures of the Night, Brookfield, Connecticut: Beech Books, 1998.Randell, Beverly, Monkeys and Apes, Crystal Lake, IL: Rigby, 1998.Scholastic Editorial, The Rain Forest, New York: Scholastic Inc., 1994.Stonehouse, Bernard, Show Offs, New York: Tangerine Press, 1999.Switzer, Merebeth, Getting to Know…Nature’s Children: Gorillas, New York: Scholastic Inc., 1989.Worth, Bonnie, If I Ran the Rain Forest, New York Random House, 2003.

Websitesedhelper.com/rainforest.htmhewett.norfolk.sch.uk/curric/NewGeog/Habitats/Special.htmisb.syr.edu/projects/cyber zoo/animrain.htmrainforest heroes.com

VideoWalt Disney Films, Ferngully 1995


Project GLADWashoe County School DistrictANIMALS OF THE RAINFOREST

(Level K)PLANNING PAGES

I. FOCUS/MOTIVATION Cognitive Content Dictionary for primary with signal word Inquiry Charts Read Aloud – variety of sources Big Books Observation Charts Live snakes with the snake man Visit snake exhibit at Rancho San Rafael Zoologist Awards Foods from rainforest

II. INPUT Narrative input – untitled Read Aloud Guided Reading Pictorial Input: Comparative Map of the World – where rainforests are located Poetry and Chants Graphic Organizer – Venn diagram of mammal comparison

III. GUIDED ORAL PRACTICE T-Graph and team points Picture File Activities Process Grid Team Tasks Personal Interaction Poetry and chants Mind Maps Farmer-In-The-Dell Expert Groups, Process Grid Numbered Heads Together Process Grid

IV. READING/WRITINGWhole Group

Group Frame Coop Strip Paragraph Pocket Poetry Poetry Frames


PLANNING PAGESPage 2

Flip Charts Strip Books Story Map Big Book Interactive Writing

Small Group/Cooperative Group/Flexible Groupings Expert Groups Process Grid Small Group Shared Reading Flexible Group Leveled Reading Partner Reading; Ear-to-Ear Team Tasks Flip chant/strip books

Individual Work Learning Logs Interactive Journals Silent Sustained Reading Writer’s Workshop Individual Tasks

V. EXTENDED ACTIVITIES Act out the Narrative Build a Rainforest Adopt an acre of the Children’s Rainforest

VI. CLOSURE Process all charts and information Evaluate week Big Book Build rainforest bulletin board Share personal exploration Framed Inquiry Letter Home to Parents Team Exploration Portfolio conferences Read Aloud


Rainforest Animals (Level K)5 Day Sample Daily Lesson Plan

Day 1:

FOCUS/MOTIVATION 3 standards (show respect, make good decisions, solve problems) Super Scientist Awards (Zoologist Awards) Cognitive Content Dictionary and signal word: metamorphosis Observation Charts Inquiry Chart: What do you know about the rainforest animals? What do you

want to know about the rainforest animals?

GUIDED ORAL PRACTICE Chant: “Poison Dart Frog Bugaloo”

FOCUS AND MOTIVATION Big Book: What Am I?

GUIDED ORAL PRACTICE Chant

INPUT Pictorial Input: World Map Learning Log (Text/you) ELD review

GUIDED ORAL PRACTICE T-Graph: cooperation Picture File Card Activity –What is not a rainforest animal?

INPUT Narrative Input: Krista Saves the Rainforest

READING AND WRITING Writers workshop mini lesson; friendly letter

Closure Home/school Connection


Sample Daily Lesson PlanPage 2

Day 2:

FOCUS/MOTIVATION Process Home/School Connection Cognitive Content Dictionary and signal word: arboreal Chant “Poison Dart Frog Bugaloo”-highlight, sketch, picture file cards Review Input with word cards- World Map Chant: “Leaf Cutter Ant Chant”

INPUT Comparative Pictorial Input: Howler Monkey and Sloth Chant: “I’m a mammal” Learning logs ELD review

READING/WRITING Flexible Groups

Team Tasks: Team Key, ABC Book, World Map, comparative, and fill in the blank poemExpert Group: Poison Dart Frog

Focus and Motivation Chant: Here There Retell narrative with word cards Personal interaction

CLOSURE Reread Inquiry Chart Interactive Journals



DAY 3:

FOCUSING/MOTIVATION Process Home/School Connection Cognitive Content Dictionary and Signal Word: Student Selected Vocabulary Review Narrative Input: speech bubbles Review Comparative using word cards Chant: “Here There”-highlight, sketch, picture file cards

GUIDED ORAL PRACTICE Sentence Patterning Chart (SPC)- Crocodiles Reading game Rainforest Animals Can Strip Book

READING/WRITING Team evaluation Flexible Groups

Team Tasks: strip book (Rainforest Animals Can) ABC Book, Picture Dictionary, and poem re-sequenceExpert Group: Leaf Cutter Ant

Mind Map Process Grid: Howler Monkey and Sloth Start Whole class group frame

CLOSURE Journals



Day 4:

FOCUSING/MOTIVATION Process Home/School Connection Cognitive Content Dictionary and Signal Word: Student Selected Vocabulary Review Narrative Input: Student retell

GUIDED ORAL PRACTICE Sentence patterning chart (add ing column and Sketch) Flip Chant Book Chant

READING/WRITING Review Process Grid Continue Group Frame

Guided Oral Practice Chant

Reading and Writing Revise and Edit Coop strip

Flexible Groups (review T-Graph) Group Frame (ELL using Narrative Input)Poem Re-sequence (Grade Level students)

Team Tasks: Process Grid, Farmer and the Dell, Flip Chant Book (“Here There”)

CLOSURE Process Inquiry Chart



Day 5:

FOCUSING/MOTIVATION Process Home/School Connection Cognitive Content Dictionary and Signal Word: Student Selected Vocabulary Review Narrative Input: story map

GUIDED ORAL PRACTICE Sentence patterning chart (add antonyms column and sketch) Chant

READING/WRITING Review Process Grid Independent Writing

Guided Oral Practice Chant

Reading and Writing Finish team Tasks(review T-Graph)

Co-op strip re-sequence (Above grade level Students) Listen and Sketch Ear to Ear Reading Focused Reading-read the walls with personal cognitive content

Dictionary/Picture Dictionary Writer’s Workshop: Mini Lesson graphic organizer, write, author’s chair

CLOSUREProcess Inquiry Chart


Text for Big BookWhat Am I?

J. Bantz, G. Daniel, and J. Hoyt

Many animals live in the layers of the rainforest.

What lives in the rainforest?I’m a scaly cold-blooded reptile living on the forest floor and in the rivers. My babies hatch from eggs. I use my mouth to gently carry my hatchings to the river.

What am I? I am a crocodile

What lives in the rainforest? I’m a six legged insect living on the forest floor. I lay eggs that go through a change called metamorphosis: egg, larvae, adult.

What am I? I am a Leaf Cutter AntWhat lives in the rainforest? I’m a poisonous cold-blooded amphibian living in the understory. I lay eggs that go through metamorphosis; egg, tadpole, adult.

What am I? I am a Poison Dart Frog

What lives in the rainforest? I’m a loud warm-blooded mammal living in the canopy. My babies are born alive. They cling to my fur while I swing through the trees.

What am I? I am a howler monkey

What lives in the rainforest? I’m a slow moving warm-blooded mammal living in the canopy. My babies are born alive. They hide in my fur until they can hang upside down on their own.


What am I? I am a sloth.

What lives in the rainforest? I am a colorful warm-blooded bird living in the emergent layer. My babies hatch from eggs that I protected from the harpy eagle.

What am I? I am a toucan. Project GLAD 2007 Animals of the Rainforest


World map pictorial


Comparative Pictorial Input Chart


NARRATIVE INPUT

Krista Saves the RainforestAdapted from the movie Ferngully

By J. Bantz, G. Daniel, J. Hoyt

Once in a rainforest down at the equator the tree fairies were

celebrating the magical powers of nature. Each species of plant and animal

is connected to every other species in a complex web of life. Trees make air

and clouds make rain nourishing the trees providing food and shelter for all.

One little fairy named Krista heard a loud crash, “What’s happening?”

she cried as she flew through the forest. Down on the forest floor she saw a

man standing beside a fallen tree. “Who are you and what are you doing?”

Krista asked. “My name is Zack I cut down trees to make paper.” “What are

you?” “I’m Krista a tree fairy.” “I help the rain forest grow and it is horrible

for you to cut down these trees.” “Only if you live in trees,” said Zack. “We

all live in trees.” Krista replied as she used her magic to make Zack as small

as a tree fairy.

Krista and Zack flew up to the emergent layer of the forest. “Zack

meet my friend Toucan,” Said Krista. “This is my friend Zack. He wants to

cut down our trees.” “Don’t cut our trees,” begged Toucan. “Trees give me

food and shelter, a place to roost at night.”

Krista and Zack then flew down to the canopy. “This is my friend

Zack,” Krista told the Howler Monkey. “He wants to cut down our trees.”

“Don’t cut our trees,” begged Howler Monkey. “My troops travel and sleep

high in these trees avoiding predators.”


Krista took Zack to the next level of the rainforest, the understory. A

colorful Poison Dart Frog asked, “Who is this?” “This is my friend Zack and

he wants to cut our trees down.” “Don’t cut our trees,” said the Poison Dart

Frog, “I use these trees as a home for my tadpoles.”

Zack saw a line of leaves marching down a tree trunk. Zack and Krista

went down to the forest floor to investigate. “They’re ants!” Zack exclaimed.

“This is my friend Zack,” Krista told the Leaf Cutter Ants. “He wants to cut

down our trees.” “Don’t cut our trees,” begged the Leaf Cutter Ants “We

need the leaves of these trees to feed our colonies.”

“Do you see how important the trees of this rainforest are in our web

of life?” Krista asked Zack. “I do understand,” Zack said, “and I promise to

respect and preserve the rainforest ecosystem.” Krista reversed the magical

spell and Zack left the rainforest while the tree fairies continued celebrating

the magical powers of nature.


Poison Dart Frog BugalooBy J. Bantz, G. Daniel, and J. Hoyt

I’m an amphibian and I’m here to sayI have webbed feet I use everyday.Sometimes I eat an insect,Sometimes I hop away,But, usually I warn other animals to stay away.

Slimy skin, long tongue, strong legs too.Doing the poison dart frog BUGALOO!

Hunters use my poison don’t you know,They rub it on the darts that they blow.

Slimy skin, long tongue, strong legs too.Doing the poison dart frog BUGALOO!

I don’t need to be sneaky,I don’t need to be fast,My skin is bitter so my predators don’t last.

Slimy skin, long tongue, strong legs too.Doing the Poison Dart Frog BUGALOO!

Project GLAD 2007 Animals of the Rainforest


Crocodiles Here, Crocodiles ThereBy J. Bantz, G. Daniels, and J. Hoyt

Crocodiles here, crocodiles thereCrocodiles, crocodiles everywhere!

Hungry crocodiles tearing,Cold crocodiles basking,Hot crocodiles swimming,And sneaky crocodiles ambushing.

Crocodiles under water,Crocodiles behind trees,Crocodiles on their bellies,And crocodiles around the rainforest.

Crocodiles here, crocodiles thereCrocodiles, crocodiles everywhere!

CROCODILES! CROCODILES! CROCODILES!



I’m a MammalBY J. Bantz, G. Daniel, and J. Hoyt

I’m a mammal, swinging in a treeI use two arms, and my tail makes three.I live in troops of three to nineteen,My fur is brown my babies cling to me.

I’M A HOOOOOWLER MONKEY!I’M A HOOOOOWLER MONKEY!

I’m a mammal, I move real slow.I hang upside down with two or three toes.The harpy eagle feeds on me,My green algae helps hide me in the tree.

I’M A SLOOOOOTH!I’M A SLOOOOOTH!

We both live in the canopy.Our lives are spent eating fruits, figs and leaves.Our habitat is threatened by man,Because he keeps cutting down our land.

WE ARE MAAAAAMMALS!WE ARE MAAAAAMMALS!



Leaf Cutter Ant ChantBy, J. Bantz, G Daniel, and J. Hoyt

I know a tiny insect,A very tiny insect,A very tiny insect,The leaf cutter ant.

His strong jaws are used for tearing,His antennae are used for communicating,His mandible is used for carrying,And he cultivates a garden.

I know a tiny insect,A very tiny insect,A very tiny insect,Who lives underground.



MARINE CADENCEBy J. Bantz, G. Daniel, and J. Hoyt

We just know what we’ve been told,Rainforests are as good as gold.A community of life abounds,In four layers variety is found.

Sound off --- preserveSound off --- respectSound off - 1, 2, 3, 4, rainforests!

Plants and animals intertwine,This web of life is so divine.Man is cutting down this land,For timber products in demand.


A rainforest job is to clean the air,Everybody needs to do their share.Conservation is what we’ve heard,Please go out and spread the word.




Expert Group Crocodile

Crocodiles are reptiles with little plates called scales. They are cold blooded absorbing heat from the sun. They have a narrow snout with 70 sharp teeth.

Crocodiles live in the rivers and forest floor of the rain forest.

Crocodiles mostly eat fish. But, they also hunt for mammals and other reptiles. They eat other reptile’s eggs and hatchlings.

Anacondas prey on crocodiles but, their main predator is humans. Humans cut down the rainforest and use the crocodile’s skin to make things.

Crocodiles ambush their prey and drown them in the water. They tear off bites and swallow them whole.

Project GLAD 2007 Animals in the Rainforest


Expert Group Poison Dart FrogThe poison dart frog is a very colorful amphibian. It begins its life in water and moves to land. It has long thin legs and smooth skin.

The poison dart frog lives in warm humid habitats like the understory of the rainforest. Their toes are sticky that help them cling to branches and leaves.

They eat small insects like crickets, moths, termites, and ants.

Few animals can eat them except large spiders and some snakes.

Bright colors warn predators that their skin is bitter tasting and poisonous. The Brighter the skin color the stronger the poison is. Some people use their poison for hunting.



Expert Group Leaf Cutter AntA leaf cutter ant is an insect with 6 legs and three body parts, head, thorax, and abdomen. They do not have a nose or ears. Two hairy feelers on their head help them communicate.

They are social animals that live in large colonies on the forest floor.

Leaf cutter ants are fungus farmers. They cut leaves, chew it up into a pulp, and spit it out into the farm.

There are many predators of the leaf cutter ant such as spiders, other ants, anteaters, and rodents.

The leaf cutter ant is very strong carrying up to ten times its own weight. They have no teeth. They have mandibles which are used like claws as weapons and for carrying things.


Expert Group Howler MonkeyThe Howler Monkey is a mammal and the largest of all monkeys. They have a tail that can be used as another arm when swinging from tree to tree.

The Howler Monkey is arboreal living most of the time in the canopy of the rain forest.

They are vegetarians eating leaves, fruit, figs, and other plant parts.

Man is the main predator of the Howler Monkey. Jaguars and leopards also prey on the howler monkey.

Howler Monkeys show feelings and affection to each other just like humans.



Process grid

Animal Classification HabitatLayer in the rainforest

Diet Predator InterestingFacts


Project GLAD€¦ · Web viewStudents will listen to English speakers demonstrating vocabulary...

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