(a) |
Identify the plants and animals which can be found in the communities (e.g., house, village, farm, reserve, and city) in which students live. |
(b) |
Differentiate between populations, communities, and habitats using local and regional examples. |
(c) |
Predict and research the populations of plants and animals that exist in various habitats (e.g., desert, farmland, meadow, tree, forest, rain puddle, seashore, lake, river, tropical forest, tundra, river delta, and mountains). |
(d) |
Discuss stories that demonstrate the interdependence of land, water, animals, plants, and the sky in traditional worldviews. |
(e) |
Draw upon facets of Indigenous worldviews, such as the Medicine Wheel or circle of life, to examine understanding about the interdependence of plants and animals in various habitats and communities. |
(f) |
Classify plants and animals, including humans, according to their role(s) (e.g., producer, consumer, herbivore, omnivore, carnivore, predator, prey, scavenger, and decomposer) in food chains and food webs. |
(g) |
Construct a visual representation of a specific food chain that exists within a habitat or community. |
(h) |
Analyze food webs as representations of multiple food chains. |
(i) |
Describe how both traditional methods and modern technologies (e.g., time-lapse photography, high-speed photography, and radio collar tracking) enable humans to increase their knowledge of plants and animals within habitats and communities. |
(j) |
Conduct a simulation or role play to demonstrate the interdependence of plants and animals in a habitat or community. |
(k) |
Predict how the removal of a specific plant or animal population may affect a community in the short- and long-term. |
(l) |
Observe and maintain a habitat such as a terrarium, aquarium, mealworm box, ant farm, pond in a bottle, or vermiculture to examine interactions between plants and animals, and their environments. |
(m) |
Show concern and respect for the safety of self, others, plants and animals when maintaining a habitat. |
Wangari received the Nobel Peace Prize in 2004. At the back of the book is additional information on Wangari Maathai.
The book is the recipient of the 2007 Moonbeam Children's Book Award for Multicultural Non-fiction.
Each two-page spread is illustrated with paper-sculpture art. One page is done in colour and the corresponding page is in white. Each illustration provides a clue to the next animal on the following page.
The book includes a legend that contains brief information about each animal in the book.
Included with the original paperback book is a CD with an English and Michif narration of the text.
Teachers may wish to use other programs from the Biomes of the World in Action series. Program titles include Coniferous Forest, Deciduous Forests, Deserts, Freshwater Ecosystems, Marine Ecosystems, Rainforest Biomes and Tundra.
Additional information at the back of the text includes an Arctic ice report and a listing of organizations that are working to help the environment.
The author has included a note about recycling plastic bags. This book may stimulate a lively discussion regarding the environmental impact of plastic bags.
The book won the 2005 Notable Children's Book Award for the Association for Library Service to Children.
In the first section, Dr. Nadkarni introduces the humid forest floor. In the second section, Dr. Nadkarni prepares to climb towards the rain forest canopy. She discusses the climbers and clingers, gliders and how to get to the top of the canopy. At the top of the canopy, the tallest trees in the world emerge. There are treetop dwellers, a cloud forest and the types of research taking place in the rain forest.
Dr. Nadkarni also discusses human life in the rain forest and adaptations people have made to live in the environment.