IV. RESOURCES A. Literature 1. Core Knowledge Sequence 2. Nature Cross-Sections 3. Nature Hide and Seek-Jungles

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1 A Feast on the Rain Forest Grade Level: Third Grade Presented by: Ginn Schmeelk, Lynn Bump, Midway Elementary School, Alpharetta, GA Length of Unit: 15 lessons over a four-week period I. ABSTRACT This 3 rd grade unit will explore ecology, as it relates to the rain forest. The rain forest offers a bountiful feast of information for the students to study the food chain, ecosystems, man-made threats, and measures to protest our environment. This multi-media unit will incorporate science, math and language arts. The students will gain a better understanding of our world and the need to protect it. II. OVERVIEW A. Identify concept objective 1. The students will understand the significance of the relative location of a place. 2. The students will understand there are many kinds of interactions in ecosystems. 3. The students will understand plants and animals in an ecosystem are interdependent and protecting them is essential to our existence. 4. The students will understand how environment affects the life of a people. B. Core Knowledge Sequence 1. Habitats 2. Concept of balance of nature 3. Food chain 4. Ecosystems 5. Threats to environment 6. Steps to take to protect the environment C. Skills to be Taught 1. Map Skills 2. Research Skills 3. Informational, Creative and Persuasive Writing Skills 4. Oral Speaking Skills 5. Computer Skills III. BACKGROUND KNOWLEDGE A. For Teachers 1. What Every Third Grader Needs to Know, E.D. Hirsch, Jr. 2. Various Classroom Books: See Resources 3. Internet Sites: See Resources B. For Students: 1. Various literature: Fiction and Nonfiction: See Resources 2. Various web sites: See Resources IV. RESOURCES A. Literature 1. Core Knowledge Sequence 2. Nature Cross-Sections 3. Nature Hide and Seek-Jungles

2 4. Welcome to the Green House 5. A Walk Through the Rain Forest 6. Rain Forests-Animals of the Rain Forest 7. Rain Forest Secrets 8. The Adventures of Cody Cocoa Bean 9. Rain Forests-People of the Rain Forest 10. Life in the Rain Forests 11. Endangered Environments 12. The Great Kapok Tree 13. It Zwibble and the Hunt for the Rain Forest Treasure 14. Rain Forest Ride B. Activity Books 1. Connecting Geography and Literature 2. Rain Forests/Social Studies-An Integrated Theme Unit 3. Rain Forests-Extended Thematic Unit C. Web Sites 1. Rain forest Action Network 2. Rain forest Biome 3. Rain forest Alliance V. LESSONS Lesson One: Locating the Rain Forests of the World 1. Lesson Content: Locating rain forests 2. Concept Objective: Students will understand the significance of the relative location of a place. 3. Skill Objective: Students will label the rain forests on individual world maps. 1. Pull down world map 2. Individual student world maps (See Appendix B) 3. Chart paper C. Background Notes: (See Appendix A) D. Key Vocabulary 1. Continents 2. North America 3. South America 4. Asia 5. Australia 6. Africa 7. Equator 8. Tropic of Cancer 9. Tropic of Capricorn 10. Temperate 11. Tropical 1. Write on the board: What is a Rain Forest? Then have students brainstorm suggestions. Accept all suggestions at this time. 2. Complete a KWL chart with students.

3 3. Use classroom pull down map and locate all the continents. Have the students suggest the continents on which you would find rain forests. 4. Introduce the words: Equator, Tropic of Cancer, and Tropic of Capricorn. Explain to the students that most rain forests are located along the Equator and are called Tropical Rain Forest. Have the students point out areas on continents where they think Tropical Rain Forests would be located. 5. Point out on the classroom map which continents you would find the major tropical rain forest. Explain what a tropical rain forest is. 6. Students are handed out individual maps and label all seven continents. They then locate the areas where the rain forests are on each continent and color the area green. 7. Introduce the word temperate. Explain to students that there are very few temperate rain forests in the world. Using the classroom map point out the location of some of the temperate rain forests. Have the students point out those continents on their maps. They will color those areas on the continents yellow. 8. The students then make a map key showing the two colors of rain forests. F. Evaluation/Assessment 1. Completed maps will be the assessment. Lesson Two: Layers of the Rain Forest 1. Lesson Content: Recognizing the four layers of the rain forest 2. Concept Objective: Students will understand there are many kinds of interactions in ecosystems. 3. Skill Objective: Students will make a flap book and write about each layer. 1. Nature Cross-Sections by Richard Orr, pp Nature Hide and Seek-Jungles by John Norris Wood 3. Rain Forest poster showing layers 4. Flap book C. Background Notes (See Appendix A) D. Key Vocabulary 1. Emergent 2. Canopy 3. Understory 4. Forest floor 5. Jungle 1. Share and discuss the cross-section of the rain forest from Nature Cross-Sections 2. Introduce key vocabulary 3. Share and discuss Nature Hide and Seek-Jungles 4. Distribute Flap books and have students draw, label, and write about each layer. F. Evaluation/Assessment 1. Completed Flap Book will be the assessment Lesson Three: Plants and Animals 1. Lesson Content: The plants and animals of the rain forest.

4 2. Concept Objectives: Students will understand there are many kinds of interactions in ecosystems. 3. Skill Objective: The students will read about and research the different plants and animals and where they live in the rain forest. The students will be able to recognize animals and plants of the rain forest. 1. Welcome to the Green House and Rain Forest Ride 2. Rain Forest posters 3. Shoe boxes, paper rolls, and art supplies C. Background Notes (See Appendix A) D. Key Vocabulary 1. Green house 2. Sloth 3. Capuchin 4. Hummingbird 5. Golden toad 6. Orchid 7. Long-horned beetle 8. Tamarin 9. Heron 10. Kinkajou 11. Ocelot 12. Bromeliads 13. Lianas 14. Habitat 1. Read and discuss Welcome to the Green House and Rain Forest Ride 2. Introduce key vocabulary 3. The class will discuss the word habitat as it relates to the rain forest 4. Examine and discuss rain forest poster showing the different animals and plant life in the rain forest, looking for those animals and plants in the book. 5. Divide the class into groups of 3. Hand out 3 shoe boxes, paper rolls, and art supplies to each group. 6. Explain that each group will make their own rain forests showing the layers, labeling each, and then making 3D animals for each layer. ** Note: This project should take at least two days. 7. Each group will present their project to the class. F. Evaluation/Assessment 1. Completed dioramas and presentations will be the assessment. Lesson Four: The Rain Forest as an Ecosystem 1. Lesson Content: Making a rain forest ecosystem. 2. Concept Objective: Students will understand plants and animals in an ecosystem are interdependent and protecting them is essential to our existence. 3. Skill Objectives:

5 a. The students will work cooperatively to make a self-watering rain forest. b. Students will make a simulated rain forest to understand the importance of the rain forest as an ecosystem. 1. Large aquarium with glass lid 2. Gravel 3. Charcoal 4. Rich soil 5. Small stones 6. Plants such as creeping Charlie, spider plant, philodendron, ferns, orchid. C. Background Notes (See Appendix A) D. Key Vocabulary 1. Ecosystem 2. Water cycle 3. Self-watering 4. Terrarium 1. Discuss the key vocabulary 2. Teacher will explain that the rain forest is the largest ecosystem in the world. 3. Class will discuss how many plants and animals depend on each other in the rain forest. 4. Teacher will explain that the class is going to make a self-watering rain forest. 5. Teacher will direct the class with the following directions: a. Layer gravel and then charcoal (both available at an aquarium store) on the bottom of the tank. b. Spread small stones over gravel layer; create small hills and valleys. c. Cover the stones with about an inch of soil. d. Dampen the soil water and plant the greenery. e. Cover the aquarium with a glass top. Keep in a warm spot out of the direct sun. f. You may have to add a little water every few months. 6. The class will make observations weekly about this rain forest. F. Evaluation/Assessment 1. Assessment will be observation and discussion. Lesson Five: Animals of the Rain Forest 1. Lesson Content: Recognizing animals of the rain forest 2. Concept Objective: Students will understand plants and animals in an ecosystem are interdependent and protecting them is essential to our existence. 3. Skill Objectives: a. Students will complete word search, categorize and write about various animals. b. Students will be able to recognize and determine different animals, where they live, and how they relate in a food chain. 1. A Walk Through the Rain Forest and Animals of the Rain Forest 2. Word Search (See Appendix C) 3. Categorizing sheet (See Appendix D) 4. Individual journals C. Background Notes (See Appendix A)

6 D. Key Vocabulary 1. Plants 2. Amphibians 3. Reptiles 4. Birds 5. Mammals 6. Animal Names 7. Prey 8. Predator 9. Food Chain 1. Read and discuss A Walk Through the Rain Forest (an ABC book about the rain forest) and Animals of the Rain Forest 2. Introduce key vocabulary. 3. Complete the Meet the Wildlife sheet. 4. Discuss and give examples of how the animals are connected on the food chain. Have the students think of animals that are either prey or predators. 5. Have students choose one animal to write a story about in their journals. 6. Assign animal word search for homework. F. Evaluation/Assessment 1. Assessment will be journal writings and the word search. Lesson Six and Seven: Researching the Animals of the Rain Forest 1. Lesson Content: Researching the animals 2. Concept Objective: Students will understand plants and animals in an ecosystem are interdependent and protecting them is essential to our existence. 3. Skill Objectives: a. Students will write an informational report and make that animal to add to the rain forest wall. b. Students will use the computer and other resource materials to discover information about one animal of the rain forest 1. Individual journals 2. Various rain forest books 3. Computers and resource books 4. Teacher made outline form for report: (See Appendix E) 5. Supplies for reports 6. Art Supplies C. Background Notes (See Appendix A) D. Key Vocabulary 1. Continent 2. Habitat 3. Habits 4. Protection 5. Survival 6. Prey 7. Predator

7 8. Characteristics 1. Each student looks through rain forest books and their journals to choose one animal they want to research and write about. 2. Discuss key vocabulary as it relates to their reports. 3. Hand out outline form and discuss. 4. Individually, the students use the Internet, Encarta, encyclopedias, or various rain forest books to gather their information on the outline form. 5. Individually, the students confer with the teacher and review information. 6. The students write an informational report following the five step writing process. 7. Each student makes his/her animal and places it correctly on the rain forest wall. ** Note: The time for this lesson may vary. Also, part of this lesson could be assigned for homework. F. Evaluation/Assessment 1. The completed reports will be the assessment. Lesson Eight: Creating the Rain Forest Wall 1. Lesson Content: the rainforest 2. Concept Objective: Students will understand plants and animals in an ecosystem are interdependent and protecting them is essential to our existence, 3. Skill Objectives: a. Students will make different rain forest creatures and place them in the correct layer of the rain forest. b. Students will create a painted rain forest on the classroom wall and make the creatures that live in each layer through art. 1. Rain Forest Secrets 2. Art Supplies 3. Paint 4. Butcher paper 5. A varied supply of art materials: paper, yarn, sequins, feathers, egg cartons, pipe cleaners, buttons, etc. C. Background Notes (See Appendix A) D. Key Vocabulary 1. Animal and plant names of the rain forest previously discussed. 1. Read discuss: Rain Forest Secrets 2. Have the students brainstorm all the animals and plant names they can remember from the story. They may also want to add some of their favorites. 3. Each student lists five of their favorite plants or animals they have learned about in their journals. They also can draw a picture of each beside the name. 4. Explain to the students that they are going to use their creativity in creating a classroom rain forest. 5. Students are given art supplies and are instructed to make three animals for the rain forest, which has already been painted on butcher paper and glued to the wall showing

8 the layers, trees, plants. It is also fun to extend the top layer for the canopy and put tall emergent trees growing out of the top. 6. Upon completion of the animals the students are instructed to put their animals where they belong. For example: hang the butterflies from the ceiling, put the birds and monkeys up in the trees, place the bugs on the trees or on the forest floor. 7. The students may want to make stuffed animals by making two sides and then stuffing and stapling the two sides together. These would look great painted. 8. Teacher will consult with the children as they place their animals to be sure they have an understanding of where each belongs. 9. Students will be instructed to write in their journals about this project and how it feels to create their own rain forest. F. Evaluation/Assessment 1. Assessment will be the completed project and discussion of the project through-out the completion. *** This can be an ongoing project or last over a two-day period. Lesson Nine: Products of the Rain Forest 1. Lesson Content: Important products come form the rain forest. 2. Concept Objectives: Students will understand plants and animals in an ecosystem are interdependent and protecting them is essential to our existence. 3. Skill Objectives: a. The students will recognize and find some of these products as well as make a spice collage. b. The students will be able to examine, taste and write about the products from the rain forest. 1. The Adventures of Cody Cocoa Bean 2. Foods from the rain forest 3. Spices from the rain forest 4. Art supplies 5. Ingredients for Rain Forest Mix 6. Scavenger Game sheet for homework: (See Appendix F) C. Background Notes (See Appendix A) D. Key Vocabulary 1. Ginger 2. Basil 3. Oregano 4. Rosemary 5. Tarragon 6. Sage 7. Allspice 8. Pepper 9. Mustard seed 10. Caraway 11. Dill 12. Poppy seeds 13. Sesame seeds 14. Cloves

9 15. Saffron 16. Bananas 17. Avocados 18. Cayenne 19. Chocolate 20. Cashews 21. Vanilla 22. Rubber products 1. Teacher will display bananas, avocados, cayenne, chocolate, cashews, vanilla, and rubber products. Question the children to find out what these products have in common. Lead them to conclude that they all come form the rain forest. 2. Read and discuss, The Adventures of Cody Cocoa Bean. 3. Have a tasting party of these products. (Be sure to send a letter home previously to this to find out if any of the children are allergic to any of the above products or Rain Forest Mix ingredients) 4. As a class assemble the following ingredients to make Rain forest Mix, for snack: 1 cup cashews, 1cup chocolate chips, 1cup peanuts, 1cup dried orange pieces, ½ cup shredded coconut. Have the students do the measuring and mixing. Serve in small cups for snack. As they eat have them discuss the products and flavors of the ingredients. 5. Define the word- spice. Have the children brainstorm some spices they know. Make a list of the spices and their origins as follows: Roots-ginger, Leaves-basil, oregano, rosemary, tarragon, sage, Fruits-allspice, pepper, Seeds-mustard, caraway, dill, poppy seeds, sesame seeds, Flowers-cloves, saffron. 6. Use the spices that you have brought in and requested from parents to make a spice collage. 7. The students write down their observation about the taste, feel, and origin of these various rain forest products in their rain forest journal. F. Evaluation/Assessment 1. Participation, completed spice collages, and journal observations will serve as the assessment. ** Assign a scavenger hunt for homework and give students a list of products from the rain forest. Have them bring in 3 things they find at home for display. Lesson Ten: Common Plants from the Rain Forest 1. Lesson Content: Recognizing common house plants from the rain forest. 2. Concept Objective: Students will understand plants and animals in an ecosystem are interdependent and protecting them is essential to our existence. 3. Skill Objectives: a. Students will draw and label five plants that come from the rain forest and write an advertisement to sell at least one. b. Students will be able to determine different plants found in the rain forest. They will also recognize that these plants can be found in our homes. 1. Houseplants: African violet, begonia, bromeliad, Christmas cactus, orchid, rubber plant, and philodendron. 2. Cards made to label each plant

10 3. Student journals 4. Art paper and supplies C. Background Notes (See Appendix A) D. Key Vocabulary 1. African violet 2. Begonia 3. Bromeliad 4. Christmas cactus 5. Orchid 6. Rubber plant 7. Philodendron 8. Botanists 9. Observation 10. Origin 1. Display five plants that are now common house plants and discuss their origin in the rain forest. Possible plants to use are African violet, begonia, bromeliads, Christmas cactus, orchids, rubber plant, or philodendron. 2. Introduce key vocabulary 3. Have name cards in each of the plants showing their names. 4. Ask the students if they have ever seen any of these plants before. After discussion explain that these plants come from the rain forest but have become common house plants, also. 5. Explain to the students that botanists study plants. Tell the students that they are going to pretend to be botanists as they sketch and label the plants. Have them write a descriptive sentence or two under each plant. 6. Divide the class up into pairs. Have them design an advertisement from a plant store for one of these plants to be sold. Have a discussion as to price and good descriptive words. 7. Display these advertisements along with the plants. F. Evaluation/Assessment 1. Completed journals and advertisements will be the assessment. Lesson Eleven: People of the Rain Forest 1. Lesson Content: The people of the rain forest. 2. Concept Objectives: The students will understand how environment affects the life a people. 3. Skill Objective: a. The students will complete a Venn diagram and write about the life of a rain forest dweller. b. The students will contrast their life with that of a rain forest child. 1. Rain Forests-People of the Rain Forest (pg.1-11) 2. Life in the Rain Forests (pg ) 3. Internet sites: The People and 4. Journals

11 5. Chart paper 6. Pull down world map C. Background Notes (See Appendix A) D. Key Vocabulary 1. Species 2. Tribal 3. Remote 4. Interdependent 5. Native 6. Provider 7. Culture 8. Customs 9. Africa 10. Asia 11. South America 1. Read from both books listed above 2. Use pull down world map to locate continents on which rain forest people live. 3. Introduce key vocabulary 4. Use chart paper to brainstorm and make a class list of facts about people who live in the rain forest. 5. Divide class up into groups and have them read the questions and answers at one of the two sites on the Internet. 6. Have each group make a list of ways the people of the rain forest are different from them. 7. Have each group share their ideas and make a class Venn diagram using chart paper. Discuss as you write. 8. Each child will write, illustrate, and share a story about being a child living deep in the rain forest. F. Evaluation/Assessment 1. Class discussion, interaction, and shared journals will be the assessment. Lesson Twelve: A Rain Forest Story (to be completed over a 2-3 day period) 1. Lesson Content: A play about the rain forest. 2. Concept Objective: Students will understand plants and animals in an ecosystem are interdependent and protecting them is essential to our existence. 3. Skill Objectives: a. Students will write a play and act it out. b. The students will make The Great Kapok Tree into a play. 1. Multiple copies of The Great Kapok Tree by Lynne Cherry. 2. Paper plates and art supplies to make masks. 3. Completed wall rain forest for background. 4. Chart paper. 5. Written individual parts.

12 C. Background Notes (See Appendix A) D. Key Vocabulary 1. Kapok tree 2. Boa constrictor 3. Toucan 4. Cock-of-the-rock 5. Jaguar 6. Anteaters 7. Yanomamo 8. Macaws 9. Tree frog 10. Porcupines 11. Sloth 12. Buttress 1. Read The Great Kapok Tree to the class. 2. Explain that you are going to make this book into a play. Discuss and make a list of all the characters on the board. (key vocabulary) 3. Each student draws the name of a character out of a basket. Each child then works alone or in a group (anteaters, monkeys, and porcupines are grouped with more than one) to write down what it/they say. 4. The teacher and students work to write the parts of the characters in the correct sequence. Use large chart paper and the books. 5. Have the students use the books or reference books to make a mask for their animal. 6. Practice over several days. Then present to another class as the teacher videos the play. F. Evaluation/Assessment 1. Video taped play will serve as the assessment. Lesson Thirteen: The Rain Forest is SO Important! 1. Lesson Content: The importance of the rain forest. 2. Concept Objective: Students will understand plants and animals in an ecosystem are interdependent and protecting them is essential to our existence. 3. Skill Objectives: a. The students will research and list reasons why the rain forest is so important. b. They will also write a letter explaining the importance of the rain forest. c. Students will work cooperatively to discover why the rain forest is so important to our world. 1. Endangered Environments 2. Other nonfiction books about the rain forest. 3. Butcher paper C. Background Notes (See Appendix A) D. Key Vocabulary 1. Endangered 2. Resources 3. Oxygen 4. Extinct

13 5. Medicines 1. Ask the children why they think the rain forests are important. Draw from previous activities and knowledge. List the student s answers. 2. Read pg in Endangered Environments 3. Discuss key vocabulary 4. Students use different colors of butcher paper and make charts showing what things make the rain forest important. 5. Explain the steps for writing a friendly letter. 6. Each student chooses a friend or relative who is not studying about the rain forest and writes that person a friendly letter explaining why the rain forest should be important to them. F. Evaluation/Assessment 1. Posters and letters will be used for assessment. Lesson Fourteen: Why the Rain Forest is in Danger 1. Lesson Content: Why the rain forest is in danger. 2. Concept Objective: Students will understand plants and animals in an ecosystem are interdependent and protecting them is essential to our existence. 3. Skill Objective: a. Students will use research skills. b. The students will use various sources to discover why the rain forest is endangered. 1. Various nonfiction books about the rain forest. 2. Computer sites on the Internet: The Vanishing Rain Forest: Rain forest Destruction at 3. Individual journals x 13 Drawing paper. C. Background Notes (See Appendix A) D. Key Vocabulary 1. Endangered 2. Environment 3. Destroyed 4. Timber 5. Slash-and-burn 6. Deforestation 7. Flooding E. Procedure/Activities 1. Review previous lesson on the importance of the rain forest. 2. Explain to the students that people are trying to help save the rain forest and that they can help too. 3. Go to the computer lab and have students work in pairs to read the information in the above Internet site and then write down 5 ways the rain forest are being destroyed. Also, give the students access to other rain forest books in the classroom to search for reasons.

14 4. Have each student create his/her own poster to help people know how to help save the rain forest. 5. Make available to children and parents other web sites and addresses of people they might want to research or contact to find out more information. (Appendix G) F. Assessment/Evaluation 1. Completed poster will be the evaluation. Lesson Fifteen: Saving the Rain Forests! 1. Lesson Content: Saving the Rain Forests! 2. Concept Objectives: The students will understand plants and animals in an ecosystem are interdependent and protecting them is essential to our existence. 3. Skill Objective: a. Students will give a persuasive speech. b. The students will learn that they can take an active role in helping the rain forest. 1. It Zwibble and the Hunt for the Rain Forest Treasure and Why are the Rain Forests Vanishing? 2. Journals 3. Internet sites: Rain Forest Action Network: 4. Grocery bags 5. Art supplies C. Key Vocabulary 1. Global warming 2. Greenhouse effect 3. Deforestation 4. Soil erosion 5. Rain forest products 6. All previously discussed vocabulary D. Background Notes: (See Appendix A) 1. Read It Zwibble and the Hunt for the Rain Forest Treasure. Then review pictures and text in Why Are the Rain Forests Vanishing? 2. Teacher will, again, show the class the brainstorming on ways to help save the rain forest. 3. Teacher will write the vocabulary words on the board and discuss their meanings with the class. Display these words and meanings somewhere the class can see. 4. Explain that there are groups trying to educate people about the rain forest as well as protect it. Introduce the Rain Forest Action Network on the web. Let the students explore the different topics and lead them to Things you can do to save the rain forest. Have them read and then discuss the information that they have found. 5. Generate a class list of ways they can help save the rain forests. 6. Have each student make a paper bag animal mask. Then have them write a short speech on how and why they should help save the rain forest. Have them practice their speech. Present these speeches on morning announcements. F. Assessment/Evaluation 1. Video from morning announcements and discussion will be the assessment.

15 VI. CULMINATING ACTIVITIES A. The classroom may collect money to save an acre or more of the rain forest. This money can be sent to: Rain Forest Action Network, 221 Pine St., Suite 500, San Francisco CA, They will send back confirmation. B. Each student writes in his/her journal 10 things they have learned about the rain forest. C. Each student makes a rain stick: (See Appendix H for directions) VII. HANDOUTS/WORKSHEETS See attached appendices A, C, D, E, F, G, H VIII. BIBLIOGRAPHY Andrews, Julia, Rain Forest Ride, New York: Scholastic, 1996, ISBN Baker, Lucy, Life in the Rain Forests: Animals-People-Plants, New York: Scholastic, 1990, ISBN Butterfield, Moira, Richard Orr s Nature Cross Section, New York: Dorling Kindersley, 1995, ISBN Carey, Helen J., The Rain Forest, Milwaukee: Raintree Publishing, 1990, ISBN Cherry, Lynne, The Great Kapok Tree, New York: Harcourt Brace, 1990, ISBN X Cole, Joanna, The Magic School Bus in the Rain Forest, New York: Scholastic, 1998, ISBN Core Knowledge Sequence, Grades K-8, Canada: Core Knowledge Foundation, 19998, ISBN Cowcher, Helen, Rain Forest, New York: Scholastic, 1988, ISBN X Craig, Janet, Wonders of the Rain Forest, United States: Troll Associates, 1990, ISBN Dorros, Arthur, Rain Forest Secrets, New York: Scholastic, 1990, ISBN Endangered Environment, Milwaukee: Garrett Stevens Pub., 1995 ISBN Hershey s Kisses Chocolate Presents the Adventures of Cody Cocoa Bean, Thailand: Hershey s Food Corporation, 1995 Murray, Peter, Rain Forests, United States: The Child s World, Inc., 1997, ISBN Stone, Lynn, Animals of the Rain Forest, Vera Beach: Rourke Corporation, 1994, ISBN Stone, Lynn, People of the Rain Forest, Vera Beach: Rourke Corporation, 1994, ISBN Stone, Lynn, Plants of the Rain Forest, New York: Dorling Kindersley, Inc., 1992, ISBN Taylor, Barbara, Look Closer-Rain Forest, New York: Dorling Kindersley, Inc., 1992, ISBN Werenko, Lisa V., It, Zwibble and the Hunt for the Rain Forest Treasure, New York: Scholastic, 1992, ISBN Why Are the Rain Forests Vanishing?, Milwaukee: Garrett Stevens Pub., 1992, ISBN Windows on Nature-Animals of the Rain Forest, Iowa: Reading s Fun Limited, 1997, ISBN X Wood, John Norris, Jungles, Iowa: Reading s Fun Limited, 1997, ISBN Yolen, Jane, Welcome to the Green House, New York: Silver Burdett Ginn, 1993, ISBN

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