(a) |
Generate questions to investigate about the structures (e.g., beak shape, colour markings, type of feet, and thorny branches) and behaviours (e.g., seasonal migration, living in groups, and growing towards light) of plants and animals that enable them to exist within various habitats (e.g., schoolyard, wildlife reserve area, and creek bank). |
(b) |
Recognize that each plant and animal depends on a specific habitat to meet its needs. |
(c) |
Identify factors (e.g., availability of food, water, and shelter, weather conditions, and available living space) that influence the ability of plants and animals to meet their needs within a specific habitat. |
(d) |
Develop and carry out a plan to investigate safely and respectfully the structures and behaviours of plants and animals within natural (e.g., school yard, meadow, forest, and park) and constructed (e.g., sports field, aquarium, and terrarium) habitats. |
(e) |
Record observations and information about plant and animal structures and behaviours within natural and constructed habitats using words, diagrams, graphs, photographs, audio and video recordings, and other appropriate technologies. |
(f) |
Compile and display data collected during a habitat study using tallies, tables, pictographs, and/or bar graphs; compare results obtained with those of other class members; and propose explanations for differences in results. |
(g) |
Use gathered information to explain how the structures and behaviours of animals and plants enable them to meet their basic needs (e.g., food, water, air, movement, nutrients, reproduction, and light) in their habitat. |
(h) |
Compare the structural features of plants that enable them to thrive in different kinds of habitats (e.g., bog, forest, grassland, school yard, garden, and sports field). |
(i) |
Design and carry out a simulation to explore how the appearance of a plant or animal affects its visibility. |
(j) |
Predict the structural and behavioural adaptations required for a real or imagined animal to live in a particular habitat, either real or imagined. |
Additional information on chameleons can be found at the back of the book.
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.
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.