Instructions

Class Period One:

1) Hand out the Student Page “Rain Forest Species Cards” to each student. Also give each student one Species Assignment card—a different species for each student. There are 36 species total.

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2) If you have a smaller class, you may select a representative sampling from the species cards, making sure you have a blend of invertebrates, birds, and plant species from the canopy, subcanopy, understory, forest floor, and vines categories. See the teacher background “Rain Forest Species Card Information Summary” for species that fit in each category (pp.15-26).

OR

You may offer extra credit to students who create more than one species card.

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3) For the rest of this class, as homework, and during the next class period, students will create a card for the species assigned to them. The primary information resources available as part of this curriculum are:

• Hawaiʻi Audubon Society, Hawaiʻi’s Birds, 5th ed., Hawaiʻi Audubon Society, Honolulu, 1997.
• Medeiros, Arthur C., and Lloyd L. Loope, Rare Animals and Plants of Haleakalā National Park, Hawaiʻi Natural History Association, Hawaiʻi National Park, 1994.
• Moanalua Garden Foundation, Forest Treasures (CD ROM), 2000.
• Stone, Charles P., and Linda W. Pratt, Hawaiʻi’s Plants and Animals; Biological Sketches of Hawaii Volcanoes National Park. Hawaiʻi Natural History Association, National Park Service, and University of Hawaiʻi Cooperative National Park Resources Study Unit, Hawaiʻi National Park, 1994.

Additional sources of information can be found in the library and on the Internet. A beginning listing of resources is part of the student page.

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4) Encourage students to create their own images for the species card rather than using the one on the Species Assignment card. Also encourage them to bring to the next class art supplies, reference books they have at home, and species information they photocopy from printed sources or download from the Internet so they can work on their species cards during class.

Note: If you have difficulty locating resources for student research or if you do not want students to research the species cards, give each student the relevant information from the teacher background (pp. 15-26). Students can create their species cards using this information.

Class Period Two

1) Allow students to finish their species cards during this class period.