Rain Forest Lesson Plans - 7-11yrs

7-11 Years (Key Stage 2)
Quest 1: A Letter to the Local Paper

Topic Heading: A letter to the local paper in response to a contributor
To read and respond to a letter in the newspaper on the topic of rainforest
Task:
conservation
Time: 2 sessions plus homework research
Materials: A copy of the following letter:
I am growing increasingly frustrated by the amount of column

space being given by your paper to the subject of rainforest
conservation. I buy the “Daily Local” in order to read about local
issues that affect me as a local person. Why should I be
interested in what is happening in an area of the world that is a
long way in distance from where I live?
I would pose the following questions:
• How does the cutting down of a few trees in the Amazon rainforest
affect my life?
• What is so important about the supposed decreases in biodiversity?
• Why, as you claim in your last article, should we be thinking of paying
people to manage a forest when the land can be utilized to produce
palm oil or much needed meat for human consumption
Process:
• Individually, in pairs or small groups, the children should be introduced to the letter
• The teacher could lead a class based discussion that elicits an initial response
• Set the task
Product:
A letter of no more than 300 words, responding to the opinions expressed and questions raised.
Product Success Criteria:

• The letter in response should address the following points:
• Why rainforest conservation is important to us
• Five reasons why continued deforestation will have a catastrophic effect on the planet
• Five facts on biodiversity and why it is important
• A statement in response to the point raised about palm oil and meat production.
Conclusion:
Letters to be shared and an opportunity for peer group feedback given.
Development:
A display in school inviting feedback. You could invite parents to join in and register their support for the
campaign.
Quest 2: Planning and Implementing a School/Locally

Based Project
Topic Heading: Planning and Implementing a School/Locally Based Project
To plan and implement a school-based project designed to raise awareness
Task:
of the rainforest issue amongst members of the school and local community.
Time: Initially 2 sessions to decide on the project
Materials: • Map of local community pinpointing shops, public areas, post office,
community centres etc.
• Information on similar projects undertaken by children elsewhere in the
UK.
Process:
• Introduction of Quest
• Set-up small working groups of 3-5 children
• Class brainstorm to pool collective ideas
• Set the task
• Groups form and discuss ideas
• Report back on progress to whole class at close of first session
• Independent research in homework time
• Session 2: produce the project proposal.

The project proposal should incorporate the following:
• A title
• A planned location
• A target audience
• An organization framework (e.g. Action Plan for development)
• A presentation using visual aids to the whole class
Conclusion:
• Peer group feedback
• Teacher assessment
Development:
Selection of one or more projects to be pursued/developed by the whole class
Partners:
EDF Pod for Greener Learning

www.jointhepod.org
Find examples of best practice in the quest to reduce the impact of climate
change by going to The Pod for Greener Learning. Schools can also apply for
funding to improve the sustainability of their schools through the EDF Energy
Green Fund.
Eco-Schools
www.eco-schools.org.uk/
Eco-Schools is an international award programme that guides schools on their
sustainable journey, providing a framework to help embed these principles into
the heart of school life.
Generation Green
www.generationgreen.co.uk/
Generation Green, a British Gas initiative, encourages schools and the
community to reduce carbon footprints in school and at home through a
combination of lesson plans and rewards that provide students with a greater
understanding of the world and how we live in it.
Global Action Plan

www.appetiteforaction.org.uk
Appetite for Action helps primary school pupils connect the food they eat with
the environment. GAP offers free downloadable resources that deal with
sustainability.
GLOBE
www.globe.org.uk/
GLOBE (Global Learning and Observations to Benefit the Environment) is a
worldwide hands-on, primary and secondary school-based science and
education program.
Groundwork
www.groundwork.org.uk
Groundwork works with children in and out of school to illustrate how our
individual actions can make a difference to both our immediate surroundings
and the global environment.
Quest 3: Rainforests And Their Importance – A Poster

Topic Heading: Rainforests And Their Importance - A Poster
Task: To design a poster, supporting rainforest conservation
Time: 1 session minimum
Materials: • Suitable for production of the poster
• Sympathetic to the nature of the content
• Images of rainforest creatures for inspiration – available from Free
Resources/Rainforest Multimedia area of the website
Process:
• Introduce the task
• Set the product criteria
• Highlight availability of information / resources
• Set the time frame
• Set the groupings
Once in groups children should:
• Confirm understanding of task
• Brainstorm ideas
• Decide on format
• Allocate responsibilities (e.g. facilitator, resources assistant, timekeeper, illustrators, scribes)
Product:
• The poster
• A 2-3 minute presentation to the class to explain content and message
• Optional: a time slot devoted to questions from teacher and peer group
• Optional: a feedback from teachers and peers
Conclusion:
A class-based decision on how best to deploy the posters
Development:
Design posters suitable to be placed in local venues.
Partners:
Borneo Orangutan Survival Foundation

http://savetheorangutan.org/
Borneo Orangutan Survival operates the largest primate rescue centre in the
world.
Watch a video from the Foundation called A Postcard from Borneo on YouTube -
http://www.youtube.com/graimat?gl=GB&hl=en-GB .
Quest 4: Biodiversity And Its Importance – A Poster

Topic Heading: Biodiversity And Its Importance - A Poster
To design a poster which explains biodiversity in the rainforest and why it is
Task:
an important issue
Materials: • Suitable for the production of the poster
• Sympathetic to the nature of its content
• Information on the plant, insect, animal life etc, found in the rainforest
• Images of rainforest creatures for inspiration – available from Free
Resources/Rainforest Multimedia area of the website
Process:
• Introduce the task
• Set the production criteria
• Highlight availability of information and resources
• Set the groupings
Once in groups children should:
• Confirm understanding of task
• Brainstorm ideas
• Decide a format
• Allocate responsibilities
Product:
• The poster
• A 2-3 minute presentation to the class explain content and message
• A forum time in order to respond to questions
• A proposal where the poster could be displayed in order to achieve maximum impact
Conclusion:
A feedback from each group on:
• Positive response to the product
• What we found interesting about it
• A construction suggestion for improvement
Partners:

world. Watch a video from the Foundation called A Postcard from Borneo on
YouTube - http://www.youtube.com/graimat?gl=GB&hl=en-GB
Quest 5: Posing Searching Questions on Rainforest

Conservation
Topic Heading: Posing Searching Questions on Rainforest Conservation

Devise searching questions that could be asked to a prominent or significant
Task:
adult about rainforest issues
Materials: Visit:
 www.rainforestsos.org
 Useful Links - http://schools.rainforestsos.org/free-resources/links
 Videos - http://schools.rainforestsos.org/free-resources/rainforest-
multimedia/videos
Process:
• Teacher introduces children to the concept of searching questions (e.g. they seek information; they
are open-ended; they require thought; have a person in mind (optional); profile the person (what is
their influence etc.)
• Develop the characteristics of searching questions (they elicit a response yielding lots of information;
they are specific to the person being questioned; they do not seek or give opportunity for a yes/no
answer; they may be unexpected; they are not easy to answer) Taken from: Case and Daniels 1996
• Allocate groups and areas of questions (e.g. biodiversity, indigenous people, deforestation, palm oil
and meat production, carbon footprints / climate change, conservation)
Product:
3 searching questions per group
Conclusion:
Select 10 searching questions from the whole class
Development:
Q: How can we take this further?
A: Think about asking the questions to a relevant person. Invite someone into the school who may be able
to answer the questions. Check out your local botanic garden to see if they have anyone appropriate, or
perhaps you could find a rainforest expert’s website and post them there.
Quest 6: A Rainforest Exhibition

Topic Heading: A Rainforest Exhibition
Task: To work as a class in order to produce an exhibition on the rainforest
Time: At discretion of teacher
Materials: • Information
• Books
• Website access
• Teacher in role as expert consultant
Process:
• Teacher introduces tasks and outlines component features of the proposed exhibition
• Teacher sets the following process criteria:
• Space available / location
• Time frame
• Class organization
• Access points for facts and information
• Teacher role in process
• Set time for breaking down overall task into manageable segments
• Allocate groups / pairs or individuals to specific segments

• The class will create and display an exhibition based on the rainforest
• The exhibition will have a title
• It will provide an interactive resource of information on:
• Where rainforests are located
• What do they provide
• What is found at the various levels
• Birdlife
• Insects
• Plants / trees
• Human activity
• Indigenous population
• What is the current problem
• Future usage
• The exhibition should provide an opportunity or facility for a response from visitors
Don't forget to play Rainforest Sounds at your exhibition, to bring the forest to your visitors –
http://schools.rainforestsos.org/free-resources/rainforest-multimedia/rainforest-sounds
Conclusion:
Every contributor should make a short presentation to the class describing their input and be prepared to
respond to any questions raised
Development:
• Open the exhibition to as many people as possible
• Send invitations to parents to come and view the work
• Look for opportunities to move the exhibition out into a venue within the local community
Partners:

world. Watch a video from the Foundation called A Postcard from Borneo on
YouTube - http://www.youtube.com/graimat?gl=GB&hl=en-GB
Quest 7: A Rainforest Expedition

Topic Heading: A Rainforest Expedition
To research and decide upon the equipment necessary to undertake an
Task:
exploration lasting two weeks in the Amazon Rainforest
Time: 2 sessions minimum
Materials: • Access to books, information and websites
• Suggest: 'Rainforest Explorer' by Sue Johnson - isbn 1845093658
• Rainforest Sounds – what might you hear on your trip?
http://schools.rainforestsos.org/free-resources/rainforest-
multimedia/rainforest-sounds
• Rainforest images from the Gallery on the site, including pictures of an
expedition through the Bolivian rainforest from www.piecesofsky.com
• Visit Bruce Parry's BBC website for inspiration - www.bbc.co.uk/amazon/
Process:
• Introduce task
• Outline itinerary
• Brainstorm as a class what they think might be required
• Allocate exhibition groups
Once in groups children allocate roles:
• Expedition leader
• Leader’s assistant
• General equipment manager
• Medical supplies manager
• Clothing/kit co-ordinator

A group presentation lasting no more than 5 minutes based on what they are taking and for what purpose
Conclusion:
Class discussion on how to develop this Quest further (i.e. what can we do now?)
Development:
• Produce a diary of what happened on the expedition
• Re-enact an incident which shows the exhibition team working well in the face of a serious challenge
• Produce a video diary rating to parts of the expedition seen from a team member’s viewpoint
• Enact a television style interview which deals with outcomes of the expedition.
Quest 8: A Rainforest Publication for a Target Audience

Topic Heading: A Rainforest Publication for a Target Audience
Design and produce a mini pamphlet (4 pages maximum) that will provide a
Task:
range of information on the rainforest
Materials: • Resources suitable for and sympathetic to the content
• Teacher as an expert consultant
• ICT facilities for production
Process:
• Teacher introduces task
• Introduce concept of content and target audience/ discuss balance between serious issues, content
and entertainment
• Allocate groups
• Once in groups children should confirm understanding of task

• The design should be a prototype that may be adopted as a monthly production format
• The publication should:
 Have a name
 Contain a mission statement outlining its purpose, encapsulating in no more than 25 words
 Introduce the production team (i.e. editor, feature writers, illustrators, production staff)
• The team should be able to identify their target audience
Conclusion:
Following presentation of the various prototypes decide on one or more that might go into continued
production
Development:
Consider ways of ensuring that the publication is produced in a way that is sensitive to the environment.
Quest 9: Design A Bromeliad

Topic Heading: Design A Bromeliad
Using only recyclable materials, design your own bromeliad-type structure
Task:
capable of capturing rainwater and falling debris
Materials: > Access to the following facts about bromeliads:
• They are members of the pineapple family (epiphytes) that grow on

the branches of trees
• Their leaves are waxy and thick and arranged as a cup that stores
rainwater and catches leaf debris from trees in the canopy level
• The mixture of leaf debris and water provides food for the plants and
the animals living in them
• Some bromeliads can hold up to 55 litres of water
• They play host to worms, insects, frogs, snakes, spiders and small
mammals
> Photographs of bromeliads - http://www.fotosearch.com/photos-

images/bromeliad.html
Process:
• Explanation from the teacher as to the design of a bromeliad, using visual aids
• Organize children into pairs or small groups
• Provide access to a range of appropriate recycled materials
• Once in groups children should follow the process of:
 Clarifying task
 Brainstorming ideas
 Allocating roles
 Ensuring production criteria is met

• A bromeliad-type structure should be produced capable of storing half a litre of water
• Each group should prepare a presentation explaining their design
Conclusion:
• Class discussion on which design will be most effective
• Devise a location, providing a fair test setting for all designs
Development:
• Test the effectiveness of the designs over an agreed period of time
• Record and catalogue findings
• Make modifications to designs and re-test
Quest 10: Action Plan for a Long-Term Project

Topic Heading: Action Plan for a Long-Term Project
Plan and design a long-term community-based project which will focus public
Task:
attention on The Prince's Rainforests Project.
Time: Open-ended
Materials: As required and defined by children
Process:
The organization of this task would be at the teacher’s discretion.
It could be whole class, groups, pairs or individual based
Product:
• A project Plan incorporating:
 A title
 An Action Plan with “tasks”,” time”, “resources” etc. all costed
 A list of achievable success criteria
Possible ideas to suggest:
• A production for a parents evening with invitation to all members of the wider community
• A school Rainforest Week
• A planting project in the local community
• A link up to schools in other countries to share ideas and plans
• The adoption of a specific piece of work to support rainforest conservation
• A campaign to achieve a set target of “sign ups” in support of The Prince’s Rainforests Project from
within the local community
• A specific piece of study into the history of one of the indigenous peoples and culture (heritage) in
relation to the rainforest.
Partners:
EDF Pod for Greener Learning

www.jointhepod.org
Find examples of best practice in the quest to reduce the impact of climate
change by going to The Pod for Greener Learning. Schools can also apply for
funding to improve the sustainability of their schools through the EDF Energy
Green Fund.
Eco-Schools
www.eco-schools.org.uk/
Eco-Schools is an international award programme that guides schools on their
sustainable journey, providing a framework to help embed these principles into
the heart of school life.
Generation Green
www.generationgreen.co.uk/
Generation Green, a British Gas initiative, encourages schools and the
community to reduce carbon footprints in school and at home through a
combination of lesson plans and rewards that provide students with a greater
understanding of the world and how we live in it.
Global Action Plan

www.appetiteforaction.org.uk
Appetite for Action helps primary school pupils connect the food they eat with
the environment. GAP offers free downloadable resources that deal with
sustainability.
GLOBE
www.globe.org.uk/
GLOBE (Global Learning and Observations to Benefit the Environment) is a
worldwide hands-on, primary and secondary school-based science and
education program.
Groundwork
www.groundwork.org.uk
Groundwork works with children in and out of school to illustrate how our
individual actions can make a difference to both our immediate surroundings
and the global environment.
Climate hero
Belle Anse, Haiti: Solomon’s story
I don’t know how long I was in the tree, but minutes [Coordination of Organisations for the Development
felt like hours. When the rain stopped and the water of Belle Anse], helped us to build greenhouses to
lowered, I rushed home to find my dad, brothers and grow tree saplings. They also taught us to prepare
sisters on the roof of a nearby house. I was so the soil, how to mix nutrients to feed the saplings,
relieved. My dad was so happy to see me alive. We how to care for the trees and how to transplant them.
went over to our home to find it had gone. The water I did so well in the training I was chosen by my group
took away our home, our crops and all our to be in charge of our greenhouse. I am so proud, as
possessions. It was heart-breaking to see my dad I am helping to protect our community.
sobbing. But we were lucky, as we were all alive.
In our greenhouse we have 2,000 saplings. These
We, and families like ours, received immediate help fast growing trees are planted in areas around
from the government and local organisations. They agricultural fields, our homes and up in the hills to
helped us with food, shelter and things to go back to help stop soil erosion. So far, we have planted just
school with. This meant we could get our lives back to over 1,000 trees. The roots will help to hold the soil
normal. But I was scared it would happen again and I together and prevent the landslides we had last year.
Solomon Jean-Pierre PHOTO: KESNER MICHEL/ACTIONAID didn’t know what we could do to protect our
community. Many of my friends felt the same. I also teach younger children about our environment
“My name is Solomon Jean-Pierre and and what we can do together to improve it. They
I’m 11 years old. I live with my dad, my That was why I was so happy when my dad came come to the greenhouse for a few hours every
three brothers and two sisters in a small back from a community meeting and told us that Saturday to see what we are doing and to help out.
ActionAid was organising projects for us children. The
place called Belle Anse, in Haiti. It’s a projects gave us a chance to talk about our Working in this greenhouse every day makes me feel
beautiful place, but we always suffer experiences, understand what happened, and even good about what I can do to protect our community. I
when storms hit. do things to help protect ourselves. We had meetings see my future with positive eyes, as I am helping to
to talk about what we saw and how the flash flood rebuild my area. When I get older, I will get more
When Hurricane Noel hit our community late October affected us. It was good to be able to do this, as I training as I want to learn more about using and
2007, I was walking home from school. It was a could talk about my fears and realise I was not the protecting the land.
Friday afternoon and it was pouring with rain. I saw only one feeling like that. We also had lessons on
red muddy water coming down the mountain, gushing climate change and protecting the environment. This This project has helped me to face my fears, and
through the streets. The rains had caused a flash was followed by a greenhouse project, which I am the now I am helping to protect our future.”
flood. I was so scared. I quickly climbed the nearest most excited about.
tree to get out of the way. From up there I saw Solomon 2009:
The greenhouse project is lots of fun. We learn about “Since then, my dad and I have built a greenhouse in
Registered Charity No. 274467

people, animals, pieces of houses and furniture
carried away with the water. I was so scared, I didn’t what we can do to improve our local environment. The our yard where we grow plants. We use some of the
even notice I was bleeding; I had climbed a tree we main aim is to grow trees which we can plant in and trees for sale and the others we plant in our area. It’s
always avoided (as it has big spines) and I was around our communities. really getting greener now, we are so happy about
covered in scratches. All I could think about was my it!”
family. ActionAid and their partner organisation CODAB
www.actionaid.org.uk/powerdown
Climate hero
Words to remember
Belle Anse: a town in the south-east of Haiti
Haiti: a country in the Caribbean
Hurricane: a violent wind which has a circular movement, especially found in the West Atlantic Ocean
Gush: to flow or send out quickly and in large amounts
ActionAid: an international charity working in over 50 countries to end poverty
Climate change: a term used to describe changes to normal weather conditions and patterns caused by humans
CODAB: Coordination of Organisations for the Development of Belle Anse
Sapling: a young tree
Nutrient: any substance which plants or animals need in order to live and grow
Erode: to rub or be rubbed away gradually

Climate hero
Background information
Background to Belle Anse (Haiti):

Belle Anse is a town in the south-east of Haiti. The Republic of
Haiti is a country in the Caribbean. The people who live there
speak Creole and French. Its capital is Port-au-Prince.
Background to Hurricane Noel:

Haiti has two rainy seasons: April to May and September to
October. June to November is hurricane season. Hurricane
Noel reached Haiti at the end of October 2007 and its rainfall
(continuing over five days), caused severe flooding and
mudslides. Many families lost their homes or had to move
away from affected areas.
Deforestation in Haiti has increased the severity of the floods

that accompany hurricanes. It is estimated that only 2% of
Haiti’s original forests remain (Wikipedia). With the loss of
trees and their roots, soil is more easily eroded and heavy rain
can cause larger mudslides.
Solomon’s greenhouse, Belle Anse, 2009 PHOTO: RONALD ST. VIL/ACTIONAID

Climate hero
Deforestation and landslips in

Haiti after Hurricane Gustav,
August 2008
PHOTO: GIDEON MENDEL/CORBIS/ACTIONAID
Climate hero
Lesson ideas
Age range: we have written these lessons with pupils aged between eight and 14 in mind and therefore some
activities might not be suitable for your pupils. Wherever possible, we have added extra information and
extension activities so you can adapt these ideas for your class.
Introduction: use these lesson ideas to learn about deforestation and how some people are working to plant and
protect trees.
Subject links: English, geography, PSHE, citizenship
Cross-curriculum dimensions: Global dimension and sustainable development
Time: three to four lessons

Climate hero
Learning objective Lesson ideas Resources
To learn about hurricanes and how they affect Activity one

people Find out what your class know about hurricanes
and record thoughts.
To learn about deforestation and how trees are
important to our climate Read Solomon’s story as a class.
You could split the class into small groups and ask
them to generate questions to swap with other
groups or to share with class.
Your groups or class might find it beneficial to list
the points of Solomon’s story that they understand
and the points they need to do some more
research on.
Activity two Some suggested websites:

Find out more about Hurricane Noel and Haiti. http://maps.google.co.uk/
Please find below some suggested research
prompts. You could divide your class into groups to http://en.wikipedia.org/wiki/Main_Page
research different areas and then report back.
http://news.bbc.co.uk/1/hi/world/americas/
Haiti: country_profiles/1202772.stm#facts
Where is it?
What is its official name? http://www.globallinks.org.uk/countries/haiti.html
What is its capital?
What is its official language? http://www.bbc.co.uk/weather/features/
What is its population? understanding/hurricane_cycle.shtml
What is its currency?
What is its life expectancy?
[Questions continued on next page]

Climate hero
To learn about hurricanes and how they affect Hurricanes: Some suggested websites:
people What is a hurricane? http://maps.google.co.uk/
How do hurricanes form?
To learn about deforestation and how trees are Where do hurricanes get their energy from? http://en.wikipedia.org/wiki/Main_Page
important to our climate When are where do hurricanes usually happen?
Hurricane Noel: country_profiles/1202772.stm#facts
When did it occur?
Which countries were affected? http://www.globallinks.org.uk/countries/haiti.html
How did it affect Haiti?
http://www.bbc.co.uk/weather/features/
Extension activities: understanding/hurricane_cycle.shtml
Pupils can finish this activity by presenting their
combined research in posters for the wall.
Pupils could write a newspaper article or blog

about Hurricane Noel as if they were a reporter in
Haiti at the time.
Or
Pupils could write a newspaper report or blog, from
the future, about how the people of Belle Anse
have survived a large hurricane with minimal
disruption because of the Greenhouse project.

Climate hero
To learn about hurricanes and how they affect Activity three Some suggested websites:
people Ask pupils for their thoughts to these questions: http://schools.rainforestsos.org/ http://
 how does the greenhouse project help to schools.rainforestsos.org/images/stories/pdfs/
To learn about deforestation and how trees are protect Solomon’s community from future factsheet-teachers2.pdf
important to our climate hurricanes and floods?
 why is it important for everyone to protect http://en.wikipedia.org/wiki/Amazon_rainforest
trees?
(These questions could be used as homework set http://www.actionaid.org.uk/powerdown – enter
before this activity.) ‘rainforest’ or ‘deforestation’ into the Keyword
search
Use pupil’s thoughts to lead them into learning
about the Amazon rainforest and exploring the http://news.bbc.co.uk/cbbcnews/hi/
effects of deforestation ion the world. newsid_3540000/newsid_3546300/3546395.stm
Amazon rainforest: http://news.bbc.co.uk/cbbcnews/hi/

What is a rainforest? How are rainforests different newsid_4560000/newsid_4563300/4563353.stm –
to forests? facts about deforestation
Where is the Amazon rainforest?
Why is the Amazon rainforest important to
everyone in the world?
What is deforestation?
Why is it happening?
Why is it important to slow deforestation down?
Ask your pupils to answer this question:

How is climate change linked to deforestation?
They could present their thoughts in a written

answer or a diagram, working individually, in pairs
or small groups.

Extension activity:
Pupils can research where other rainforests are in
the world, what is happening to them and what
people are trying to do to save them.
Climate hero
To learn about the emotional effects of surviving a Activity four

hurricane and how someone can feel empowered Start the activity off by posing the question: how
to change their future for the better does Solomon turn the disaster of Hurricane Noel
into a positive?
Ask pupils to underline all the words that relate to

how Solomon feels at certain points of his story.
Pupils can do this individually or in pairs.
Draw a graph tracking how Solomon feels at Example graph

certain points at his story. See rough example be-
low. Think about things he might have felt but
didn’t put in his story. Extract quotations from his
story and think about why he has used those
words e.g. why was it ‘heart-breaking’ for Solomon
to see his dad sobbing?
Please note: some children might find it easier to

just record what Solomon does in his story at key
moments.
Activity five
As a class, read the last two paragraphs of
Solomon’s story starting at ‘Working in this
greenhouse…’
Ask the question: why does Solomon’s feel so

positive at the end of this story? Share thoughts as
a class.

Climate hero
To learn about the emotional effects of surviving a Ask your class: why does ActionAid call Solomon a
hurricane and how someone can feel empowered climate hero?
to change their future for the better Some thoughts to start you off:
 Doing things for others
 Protecting trees
 Gives hope to others
Extension activities:
Ask your pupils to write a letter to Solomon telling
him their thoughts about his story and send them
to Solomon Jean-Pierre c/o Schools team,
ActionAid UK, Hamlyn House, Macdonald Road
London N19 5PG or email them to
schools@actionaid.org.uk
Please note, it is easier and more environmentally

friendly for ActionAid UK to email letters to our
representatives in Haiti who would be able to print
off the letters for Solomon.
Or pupils can write their own climate hero story

and email it into ActionAid at
To close this topic, pupils could create a wall

display showing how afforestation (repopulating an
area with trees) in an area can mean disasters like
Hurricane Noel have less of an impact on people
like Solomon.

Climate hero
Tracking Solomon’s feelings
Joins the Greenhouse project –

Solomon starts ‘fun’, ‘proud’, ‘helping’, ‘feel good’,
his story ‘positive’, ‘teach’, ‘face my fears’
Goes to ActionAid project where

he can talk to others – space to
open up and share worries with
others
Gets help from gov-

ernment and local
organizations of
food, shelter and
school things – ‘back
Finds his family safe – ‘relieved’
to normal’ ‘Scared it would
happen again’
Finds home has been

destroyed and that they
have no food as their
crops have been washed
away and that all their
Hurricane and floods hit – Solomon
possessions have been
feels ‘scared’ and worried about his

washed away – ‘heart-
family. He might also be in shock
Climate hero
I don’t know how long I was in the tree, but minutes [Coordination of Organisations for the Development
felt like hours. When the rain stopped and the water of Belle Anse], helped us to build greenhouses to
lowered, I rushed home to find my dad, brothers and grow tree saplings. They also taught us to prepare
sisters on the roof of a nearby house. I was so the soil, how to mix nutrients to feed the saplings,
relieved. My dad was so happy to see me alive. We how to care for the trees and how to transplant them.
went over to our home to find it had gone. The water I did so well in the training I was chosen by my group
took away our home, our crops and all our to be in charge of our greenhouse. I am so proud, as
possessions. It was heart-breaking to see my dad I am helping to protect our community.
sobbing. But we were lucky, as we were all alive.
In our greenhouse we have 2,000 saplings. These
We, and families like ours, received immediate help fast growing trees are planted in areas around
from the government and local organisations. They agricultural fields, our homes and up in the hills to
helped us with food, shelter and things to go back to help stop soil erosion. So far, we have planted just
school with. This meant we could get our lives back to over 1,000 trees. The roots will help to hold the soil
normal. But I was scared it would happen again and I together and prevent the landslides we had last year.
Solomon Jean-Pierre PHOTO: KESNER MICHEL/ACTIONAID didn’t know what we could do to protect our
community. Many of my friends felt the same. I also teach younger children about our environment
“My name is Solomon Jean-Pierre and and what we can do together to improve it. They
I’m 11 years old. I live with my dad, my That was why I was so happy when my dad came come to the greenhouse for a few hours every
three brothers and two sisters in a small back from a community meeting and told us that Saturday to see what we are doing and to help out.
ActionAid was organising projects for us children. The
place called Belle Anse, in Haiti. It’s a projects gave us a chance to talk about our Working in this greenhouse every day makes me feel
beautiful place, but we always suffer experiences, understand what happened, and even good about what I can do to protect our community. I
when storms hit. do things to help protect ourselves. We had meetings see my future with positive eyes, as I am helping to
to talk about what we saw and how the flash flood rebuild my area. When I get older, I will get more
When Hurricane Noel hit our community late October affected us. It was good to be able to do this, as I training as I want to learn more about using and
2007, I was walking home from school. It was a could talk about my fears and realise I was not the protecting the land.
Friday afternoon and it was pouring with rain. I saw only one feeling like that. We also had lessons on
red muddy water coming down the mountain, gushing climate change and protecting the environment. This This project has helped me to face my fears, and
through the streets. The rains had caused a flash was followed by a greenhouse project, which I am the now I am helping to protect our future.”
flood. I was so scared. I quickly climbed the nearest most excited about.
tree to get out of the way. From up there I saw Solomon 2009:
The greenhouse project is lots of fun. We learn about “Since then, my dad and I have built a greenhouse in

people, animals, pieces of houses and furniture
carried away with the water. I was so scared, I didn’t what we can do to improve our local environment. The our yard where we grow plants. We use some of the
even notice I was bleeding; I had climbed a tree we main aim is to grow trees which we can plant in and trees for sale and the others we plant in our area. It’s
always avoided (as it has big spines) and I was around our communities. really getting greener now, we are so happy about
covered in scratches. All I could think about was my it!”
family. ActionAid and their partner organisation CODAB
Climate hero
Words to remember
Belle Anse: a town in the south-east of Haiti
Haiti: a country in the Caribbean
Hurricane: a violent wind which has a circular movement, especially found in the West Atlantic Ocean
Gush: to flow or send out quickly and in large amounts
ActionAid: an international charity working in over 50 countries to end poverty
Climate change: a term used to describe changes to normal weather conditions and patterns caused by humans
CODAB: Coordination of Organisations for the Development of Belle Anse
Sapling: a young tree
Nutrient: any substance which plants or animals need in order to live and grow
Erode: to rub or be rubbed away gradually

Climate hero
Background information
Background to Belle Anse (Haiti):

Belle Anse is a town in the south-east of Haiti. The Republic of
Haiti is a country in the Caribbean. The people who live there
speak Creole and French. Its capital is Port-au-Prince.
Background to Hurricane Noel:

Haiti has two rainy seasons: April to May and September to
October. June to November is hurricane season. Hurricane
Noel reached Haiti at the end of October 2007 and its rainfall
(continuing over five days), caused severe flooding and mud-
slides. Many families lost their homes or had to move away
from affected areas.
Deforestation in Haiti has increased the severity of the floods

that accompany hurricanes. It is estimated that only 2% of
Haiti’s original forests remain (Wikipedia). With the loss of
trees and their roots, soil is more easily eroded and heavy rain
can cause larger mudslides.
Solomon’s greenhouse, Belle Anse, 2009 PHOTO: RONALD ST. VIL/ACTIONAID

Climate hero
Deforestation and landslips in

Haiti after Hurricane Gustav,
August 2008
PHOTO: GIDEON MENDEL/CORBIS/ACTIONAID
Climate hero
Lesson ideas
Age range: we have written these lessons with pupils aged between eight and 14 in mind and therefore some
activities might not be suitable for your pupils. Wherever possible, we have added extra information and exten-
sion activities so you can adapt these ideas for your class.
Introduction: use these lesson ideas to learn about deforestation and how some people are working to plant and
protect trees.
Subject links: English, geography, PSHE, citizenship
Cross-curriculum dimensions: Global dimension and sustainable development
Time: three to four lessons

Climate hero
To learn about hurricanes and how they affect Activity one

people Find out what your class know about hurricanes
and record thoughts.
To learn about deforestation and how trees are
important to our climate Read Solomon’s story as a class.
You could split the class into small groups and ask
them to generate questions to swap with other
groups or to share with class.
Your groups or class might find it beneficial to list
the points of Solomon’s story that they understand
and the points they need to do some more
research on.
Activity two Some suggested websites:

Find out more about Hurricane Noel and Haiti. http://maps.google.co.uk/
Please find below some suggested research
prompts. You could divide your class into groups to http://en.wikipedia.org/wiki/Main_Page
research different areas and then report back.
Haiti: country_profiles/1202772.stm#facts
Where is it?
What is its official name? http://www.globallinks.org.uk/countries/haiti.html
What is its capital?
What is its official language? http://www.bbc.co.uk/weather/features/
What is its population? understanding/hurricane_cycle.shtml
What is its currency?
What is its life expectancy?
[Questions continued on next page]

Climate hero
To learn about hurricanes and how they affect Hurricanes: Some suggested websites:
people What is a hurricane? http://maps.google.co.uk/
How do hurricanes form?
To learn about deforestation and how trees are Where do hurricanes get their energy from? http://en.wikipedia.org/wiki/Main_Page
important to our climate When are where do hurricanes usually happen?
Hurricane Noel: country_profiles/1202772.stm#facts
When did it occur?
Which countries were affected? http://www.globallinks.org.uk/countries/haiti.html
How did it affect Haiti?
http://www.bbc.co.uk/weather/features/
Extension activities: understanding/hurricane_cycle.shtml
Pupils can finish this activity by presenting their
combined research in posters for the wall.
Pupils could write a newspaper article or blog

about Hurricane Noel as if they were a reporter in
Haiti at the time.
Or
Pupils could write a newspaper report or blog, from
the future, about how the people of Belle Anse
have survived a large hurricane with minimal
disruption because of the Greenhouse project.

Climate hero
To learn about hurricanes and how they affect Activity three Some suggested websites:
people Ask pupils for their thoughts to these questions: http://schools.rainforestsos.org/ http://
 how does the greenhouse project help to schools.rainforestsos.org/images/stories/pdfs/
To learn about deforestation and how trees are protect Solomon’s community from future factsheet-teachers2.pdf
important to our climate hurricanes and floods?
 why is it important for everyone to protect http://en.wikipedia.org/wiki/Amazon_rainforest
trees?
(These questions could be used as homework set http://www.actionaid.org.uk/powerdown – enter
before this activity.) ‘rainforest’ or ‘deforestation’ into the Keyword
search
Use pupil’s thoughts to lead them into learning
about the Amazon rainforest and exploring the http://news.bbc.co.uk/cbbcnews/hi/
effects of deforestation ion the world. newsid_3540000/newsid_3546300/3546395.stm
Amazon rainforest: http://news.bbc.co.uk/cbbcnews/hi/

What is a rainforest? How are rainforests different newsid_4560000/newsid_4563300/4563353.stm –
to forests? facts about deforestation
Where is the Amazon rainforest?
Why is the Amazon rainforest important to
everyone in the world?
What is deforestation?
Why is it happening?
Why is it important to slow deforestation down?
Ask your pupils to answer this question:

How is climate change linked to deforestation?
They could present their thoughts in a written

answer or a diagram, working individually, in pairs
or small groups.

Extension activity:
Pupils can research where other rainforests are in
the world, what is happening to them and what
people are trying to do to save them.
Climate hero
To learn about the emotional effects of surviving a Activity four

hurricane and how someone can feel empowered Start the activity off by posing the question: how
to change their future for the better does Solomon turn the disaster of Hurricane Noel
into a positive?
Ask pupils to underline all the words that relate to

how Solomon feels at certain points of his story.
Pupils can do this individually or in pairs.
Draw a graph tracking how Solomon feels at Example graph

certain points at his story. See rough example be-
low. Think about things he might have felt but did-
n’t put in his story. Extract quotations from his story
and think about why he has used those words e.g.
why was it ‘heart-breaking’ for Solomon to see his
dad sobbing?
Please note: some children might find it easier to

just record what Solomon does in his story at key
moments.
Activity five
As a class, read the last two paragraphs of
Solomon’s story starting at ‘Working in this
greenhouse…’
Ask the question: why does Solomon’s feel so

positive at the end of this story? Share thoughts as
a class.

Climate hero
To learn about the emotional effects of surviving a Ask your class: why does ActionAid call Solomon a
hurricane and how someone can feel empowered climate hero?
to change their future for the better Some thoughts to start you off:
 Doing things for others
 Protecting trees
 Gives hope to others
Extension activities:
Ask your pupils to write a letter to Solomon telling
him their thoughts about his story and send them
to Solomon Jean-Pierre c/o Schools team,
ActionAid UK, Hamlyn House, Macdonald Road
London N19 5PG or email them to
Please note, it is easier and more environmentally

friendly for ActionAid UK to email letters to our rep-
resentatives in Haiti who would be able to print off
the letters for Solomon.
Or pupils can write their own climate hero story

and email it into ActionAid at
To close this topic, pupils could create a wall

display showing how afforestation (repopulating an
area with trees) in an area can mean disasters like
Hurricane Noel have less of an impact on people
like Solomon.

Climate hero
Tracking Solomon’s feelings
Joins the Greenhouse project –

Solomon starts ‘fun’, ‘proud’, ‘helping’, ‘feel good’,
his story ‘positive’, ‘teach’, ‘face my fears’
Goes to ActionAid project where

he can talk to others – space to
open up and share worries with
others
Gets help from gov-

ernment and local
organizations of
food, shelter and
school things – ‘back
Finds his family safe – ‘relieved’
to normal’ ‘Scared it would
happen again’
Finds home has been

destroyed and that they
have no food as their
crops have been washed
away and that all their
Hurricane and floods hit – Solomon
possessions have been
feels ‘scared’ and worried about his

washed away – ‘heart-
family. He might also be in shock
Design A Plant
Think about the adaptations of tropical plants…big leaves, waterproof
leaves, drip tips, leaves with gutters and grooves, tall plants, spiky plants,
plants playing dead… Plants in tropical rainforests need to compete with
each other for light, so may grow quickly or have large leaves. Insects
also love the tropical climate so plants are adapted to protect themselves
from bug attack. Too much water can damage leaves but is needed by the
roots so leaves are adapted to get rid of water efficiently. Think about
other climates and plant adaptations - Mediterranean, desert, arctic?
The challenge is to design a plant adapted to cope with a particular climate. Students research predictions
on a future changed climate where they live, and then use their knowledge of adaptations to climate to
design a plant to cope with the predicted future conditions. This leads on to a discussion of whether such
quick-fix plant designing is either possible or desirable. A final step could explore realistic approaches to
tackling climate change.
You will need to decide:
 What your future climate looks like
 What adaptations are appropriate to that climate
 How your plant is useful to humans. If it is, how?
 A name for your plant
 What adaptations and plant protection strategies does this plant have?

Rain Forest Lesson Plans - 7-11yrs

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Rain Forest Lesson Plans - 7-11yrs

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7-11 Years (Key Stage 2)

Quest 1: A Letter to the Local Paper

I am growing increasingly frustrated by the amount of column

I would pose the following questions:

Product Success Criteria:

Quest 2: Planning and Implementing a School/Locally

Product Success Criteria:

EDF Pod for Greener Learning

Global Action Plan

Quest 3: Rainforests And Their Importance – A Poster

Borneo Orangutan Survival Foundation

Quest 4: Biodiversity And Its Importance – A Poster

Borneo Orangutan Survival Foundation

Quest 5: Posing Searching Questions on Rainforest

Topic Heading: Posing Searching Questions on Rainforest Conservation

Quest 6: A Rainforest Exhibition

Product Success Criteria:

Borneo Orangutan Survival Foundation

Quest 7: A Rainforest Expedition

Product Success Criteria:

Quest 8: A Rainforest Publication for a Target Audience

Product Success Criteria:

Quest 9: Design A Bromeliad

• They are members of the pineapple family (epiphytes) that grow on

> Photographs of bromeliads - http://www.fotosearch.com/photos-

Product Success Criteria:

Quest 10: Action Plan for a Long-Term Project

EDF Pod for Greener Learning

Global Action Plan

Registered Charity No. 274467

Haiti: a country in the Caribbean

Gush: to flow or send out quickly and in large amounts

ActionAid: an international charity working in over 50 countries to end poverty

CODAB: Coordination of Organisations for the Development of Belle Anse

Sapling: a young tree

Erode: to rub or be rubbed away gradually

Registered Charity No. 274467

Background to Belle Anse (Haiti):

Background to Hurricane Noel:

Deforestation in Haiti has increased the severity of the floods

Solomon’s greenhouse, Belle Anse, 2009 PHOTO: RONALD ST. VIL/ACTIONAID

Registered Charity No. 274467

Deforestation and landslips in

Registered Charity No. 274467

Subject links: English, geography, PSHE, citizenship

Cross-curriculum dimensions: Global dimension and sustainable development

Time: three to four lessons

Registered Charity No. 274467

Learning objective Lesson ideas Resources

To learn about hurricanes and how they affect Activity one

Activity two Some suggested websites:

[Questions continued on next page]

Registered Charity No. 274467

Learning objective Lesson ideas Resources

Pupils could write a newspaper article or blog

Registered Charity No. 274467

Learning objective Lesson ideas Resources

Amazon rainforest: http://news.bbc.co.uk/cbbcnews/hi/

Ask your pupils to answer this question:

They could present their thoughts in a written

Registered Charity No. 274467

Learning objective Lesson ideas Resources

To learn about the emotional effects of surviving a Activity four