11-14 Years (Key Stage 3)

Quest 1: Global Impacts of Deforestation

Focus: Global Impacts of Deforestation
To produce a drama presentation lasting up to 30 minutes, which can be
Objective:
performed in local feeder primary schools
> Rainforest Sounds – listen to the rainforest sounds from the Free
Resources/Rainforest Multimedia area, to help your class get into the zone
Materials: > Useful Videos – also under Free Resources/Rainforest Multimedia
> Visit Bruce Parry's BBC website for inspiration at
http://www.bbc.co.uk/amazon/

Product Success Criteria:

The presentation will address and highlight the following crucial issues:

 Habitat loss and its impact on biodiversity

 The global impact of deforestation
 The demand driving rainforest destruction: soya, palm oil, timber, beef etc
 What are the alternatives to deforestation? How do we make the trees worth more alive than dead?
Look at, for example, eco tourism, selling sustainable forest products, the carbon market etc
 The presentation should be suitable for an audience of 7-11 year olds
 It should stimulate questions from the audience

Organisation:

 Students working as class or year group

 A drama club project
 A student led voluntary and vertically age grouped project

Development:

 Take the presentation to a wider audience

 Adapt material for older or younger audiences
 Film the performance
 Write a critique and improve the production

Teacher's Notes:

Some useful websites:

Drivers - http://www.rainforestsos.org/pages/drivers-of-deforestation

Carbon - http://www.defra.gov.uk/Environment/climatechange/trading/index.htm (emissions trading)

- http://www.independent.co.uk/environment/the-big-question-what-is-carbon-trading-and-can-it-save-the-
world-from-global-warming-410190.html

Biodiversity loss - http://www.rainforestsos.org/pages/other-ecosystem-services

 11-14 Years (Key Stage 3)

Quest 2: Local Impacts of Deforestation

Focus: Local Impacts of Deforestation
To produce a 45-minute presentation, using puppetry designed and made by
Objective:
the students
> Rainforest Sounds – listen to the rainforest sounds from the Free
Materials: Resources/Rainforest Multimedia area, to help your class get into the zone
> Useful Videos – also under Free Resources/Rainforest Multimedia

Product Success Criteria:

The presentation will address and highlight the damaging effects of deforestation on the living creatures and
indigenous populations of the rainforest.

It will focus on the following crucial issues:

 Biodiversity and the extinction of species

 The economic dilemma for local indigenous populations
 The forest as a life support system: ecosystem services
 Sustainable forestry and incentives to protect embracing the principles of ecological economics:
eco tourism, carbon trading and other revenue raising programmes

The presentation should identify a target audience and be scripted accordingly

Organisation:

 Students could work as a class or year group, within a cross-curricular framework

 The project requires a multi-role approach, for example using puppet design, set design, scripting,
puppeteers, marketing etc

Development:

 Based on their experiences, students could run a series of workshops for primary school groups
 Conduct research into connected issues, for example, the politics of the problem: climate as a
central focus for debate this century, biodiversity and restoration for profit
 Role of rainforests in climate change

For interesting ways to develop the theme in this lesson please visit the following organisations:

Conservation International - www.conservation.org/Pages/default.aspx

Lots of multimedia resources available to learn about all aspects of conservation.

EDF Pod for Greener Learning - http://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.
Generation Green - http://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.

Groundwork - http://www.groundwork.org.uk/introduction.asp
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.

Eco-Schools - http://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.

Rainforest Alliance USA - http://www.rainforestalliance.org/

The Rainforest Alliance works to conserve biodiversity and ensure sustainable
livelihoods by transforming land-use practices, business practices and consumer
behavior.
 11-14 Years (Key Stage 3)

Quest 3: The economic dilemma for all stakeholders

Focus: The economic dilemma for all stakeholders
To produce a 15-minute Question Time-like debate, with a panel dealing with
Objective:
questions from the audience
> An inspirational film about rainforest canopies as the last frontier of
Materials: biodiversity -
www.ted.com/index.php/talks/nalini_nadkani_on_conserving_the_canopy.html

Product Success Criteria:

 A carefully selected, powerful question will be originated by the student group.
 A panel will be selected who have conducted research into their particular lobby group stance.
 The audience will be ready to provide opinions in response to the panel answers or ask follow up
questions.

Organisation:

 Whole group conducts research into the economic/political issues involved in/surrounding …, looking
at, for instance, rainforest land usage
 The group devises a process via which a powerful question can be selected
 The group is split into different lobby groups to represent, for example, the indigenous population,
meat/ palm oil producers, consumers, conservationists and politicians.Groups study how the issue
will affect them
 Roles are assigned (for example: panel chair person, panel members, audience etc)
 A format and protocol is agreed

Development:

 Draw together a list of conclusive statements

 Film/record the debate
 Challenge students to adopt the role of a lobby group member whose stance they are opposed to

Teacher's Notes:

For more information:

Debating: European Youth Parliament - http://www.eypuk.org (regional debating competitions)

You could also link this lesson to the KS2 Quest 5 – Posing Searching Questions on Rainforest Conservation
 11-14 Years (Key Stage 3)

Quest 4: In the interviewer’s chair

Focus: In the interviewer’s chair
To establish crucial questions that could be asked to a prominent or significant
Objective:
adult about rainforest issues
Visit:
 www.rainforestsos.org
Materials:  Useful Links - http://schools.rainforestsos.org/free-resources/links
 Videos - http://schools.rainforestsos.org/free-resources/rainforest-
multimedia/videos

Product Success Criteria:

By the end of this module students will:

 Understand the nature and characteristics of a powerful question

 As a group have composed and modified three powerful questions to place before a nominated
person
 Have decided upon a nominated interviewee

Organisation:

Group should be able to identify what makes a powerful question:

 It elicits a response yielding lots of information

 It is specific to the person being questioned
 It does not seek or give opportunity for a yes/no response
 It may be unexpected
 It is not easy to answer

Group should identify a focus of questioning such as:

 Biodiversity
 Deforestation
 Palm oil/beef farming
 Carbon footprints
 Conservation
 Starting locally

Group should establish a means by which 3 questions will be selected and a process via which a choice can
be generated. Group should establish a process via which the person to whom the questions will be
addressed is nominated and selected.

Development:

Think about appropriateness of the question to the person asked.

Examine ways in which the questions might be presented.

Invite the selected prominent person to whom the questions have been posed to attend if they live locally.
Check out your local botanic garden to see if they have anyone appropriate, or perhaps you could find a
rainforest expert’s website and send them there. Alternatively, think laterally and ask your local MP?

Teacher's Note:
Check out the KS2 Quest 5 – Posing Searching Questions on Rainforest Conservation
 11-14 Years (Key Stage 3)

Quest 5: Rainforest magazine

Focus: Rainforest magazine
To raise the awareness and knowledge of a targeted younger age group
Objective:
about the value of rainforests

Product Success Criteria:

 A 4-page first issue of a publication/magazine will be produced
 It will inform 7-11 year olds about selected issues. For guidance on some of the issues please see
Quests 1 and 2
 The publication will be produced and costed in a manner sympathetic to the agenda of using
sustainable resources and minimising carbon footprints
 The publication will be produced to an agreed and reasonable deadline

Organisation:

Students to decide on the following:

 Content of first issue

 Editorial protocol
 Target audience
 Budget and costings
 Roles, for example, editor, sub-editor, features writer and graphics, production, and distribution
teams
 Production deadline
 Title
 Potential follow-up, strategic development plan

Development:

 Review experience of first run

 Modify in the light of experience
 Conduct research to gauge response of readership
 Devise an action plan to produce further editions over the next 12 months
 Conduct workshops for younger children in order that they might produce their own publication
 Plan to increase the size of the publication by inviting contributions from the readership
 11-14 Years (Key Stage 3)

Quest 6: Rainforest biodiversity

Focus: Rainforest biodiversity
A study of biodiversity that could create a exhibition for the school and beyond
Objective:
the school gate

Materials: > Useful Videos – available in the Free Resources/Rainforest Multimedia area

Product Success Criteria:

This extended period of study should refer for content to the National Curriculum for Science at KS3.
It should demonstrate an in-depth knowledge of biodiversity and cover for example:

1. What it is
2. How biodiversity is affected by deforestation
3. What the global implications for biodiversity are if deforestation continues
4. The decline in insects and its impact on the pollination process
5. Photosynthesis and the atmospheric balance of oxygen and carbon dioxide

The study should contain in its conclusion at least one suggestion for immediate action

Organisation:

This is very flexible. Teachers might consider the following:

 Individual research and work as an integral part of the KS3 Science curriculum
 Small group-based projects
 A whole class project with tasks divided into smaller chunks
 A whole year group project

Development:

 Submit pieces of study work considered to be outstanding to The Prince’s Rainforest Project
 Showcase the work in an exhibition open to invited guests

For interesting ways to develop the theme in this lesson please visit the following organisations:
Global Action Plan - http://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
in terms of waste and energy, through the topic of food and isues such as food
miles and seasonality.

Groundwork - http://www.groundwork.org.uk/introduction.asp
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.

The Wildlife Trusts - http://www.wildlifetrusts.org/

There are 47 local Wildlife Trusts across the whole of the UK, the Isle of Man &
Alderney. We are working for an environment rich in wildlife for everyone.
 11-14 Years (Key Stage 3)

Quest 7: The medicinal properties of rainforest plants

Focus: The medicinal properties of rainforest plants
To identify what the key elements of a poster are and how to put messages
Objective:
across effectively

Product Success Criteria:

 Students will produce a poster using a self-determined range of media, or as prescribed by the
teacher
 The poster will identify at least 10 species of plants
 The plants will be named using appropriate terminology, as directed by the teacher
 The poster will provide information as to the medicinal properties of the plants
 The poster should highlight in some way the threat posed to the plants by deforestation

Organisation:

 As with all Study Quests, this is very flexible

 It is cross-curricular, covering science, art, design etc
 Teachers may wish submissions to be made on an individual basis
 Equally there is no reason why collaboration could not be facilitated by students working in pairs or
in small groups

Development:

 Showcase the posters in local venues to raise public awareness of the issues
 Display in the school and invite questions and feedback
 Provide an opportunity for a selected group of students to lead and organise a poster competition in
local feeder primary schools
 The principles of this lesson could also be extended to beauty products

Teacher's Notes:

Medicinal rainforest plants include Quinine (from Cinchona tree bark), Cat’s Claw, Cashew, Passion flower,
Camphor, Rosy Periwinkle

Useful websites:

- http://rainforests.mongabay.com/1007.htm
- http://library.thinkquest.org/04oct/01873/amaz.htm
- http://www.rain-tree.com/plants.htm
- http://www.netsci.org/Science/Special/feature11.html#TAB1 (a table of clinically useful medicines from
rainforest plants)
 11-14 Years (Key Stage 3)

Quest 8: Rainforest facts - a book for younger readers

Focus: Rainforest facts - a book for younger readers
 To produce a pocket fact book on the rainforest, suitable for Key
Stage 2 children, aged 7-11 years
Objective:  To demonstrate a strong factual knowledge gained from research into
the rainforest
 To demonstrate the ability to write for a chosen audience

Product Success Criteria:

The book will provide an introduction to the rainforest for Key Stage 2 readers. It will cover the following
topics:

 Definition of a rainforest
 Where rainforests are found
 Rainforest structure: emergent layer, canopy, understorey, shrub and floor layers
 What is found in the different layers of the rainforest
 Information about creatures and plants
 Rainforest people and indigenous populations such as the Efe Pygmies and Yanomami
 24 hours: what is seen at night and during the day?
 Conservation and its importance

The book will be titled and contain contents, index and glossary sections. It will be produced using
environmentally friendly resources and materials, for example recycled or FSC paper.

Organisation:

This Study Quest lends itself to a large group project, with students taking set roles in the process. Students
to decide on the following:

 Content
 Roles, for example, writers, editors, illustrators, production teams
 Title

Development:

 Research FSC paper

 11-14 Years (Key Stage 3)

Quest 9: A rainforest event

Focus: A rainforest event
 To organize a rainforest day
 To raise awareness of The Prince’s Rainforests Project
Objective:
 To achieve online sign-ups by adults and schools to support the
Project

Product Success Criteria:

 A day to which parents, friends of the school and local primary school children are invited
 The day might include the following:

1. An exhibition of Study Quest work already undertaken by students at the school

2. Mini-seminars providing an opportunity for students to inform attendees on a range of
rainforest issues. These to be led by students
3. A keynote address by a person closely associated with the day’s theme
4. Media coverage
5. An opportunity for adults attending to sign up online in support of The Prince’s Rainforests
Project
6. Fun activities for children that will engage them in the Project and inform…………… the list
is as long as the student’s imagination!

Organisation:

 Finished books could be loaned or donated to the libraries of local primary schools
 Outstanding material, as judged by teachers, could be exhibited in local centres/libraries or
submitted for consideration for national recognition by The Prince’s Rainforests Project

Note for Teachers:

 Don't forget to include the sounds of the rainforest in your exhibition – discover our rainforest
recordings at http://schools.rainforestsos.org/free-resources/rainforest-multimedia/rainforest-sounds
 11-14 Years (Key Stage 3)

Quest 10: Food for thought - a food study

Focus: Food for thought - a food study
To demonstrate an understanding of:

 food sources
 the impact of food production on the rainforest
 carbon footprints
Objective:
 alternative sourcing

To visit to a local supermarket or store and research how rainforest products

are used in products and whether it is easy for consumers to know what they
are buying.

Product Success Criteria:

 Students will identify 10 foods that are sourced from rainforest areas, eg. soy, beef, palm oil,
bananas, coffee, tea, cocoa, rice, brazil nuts
 They will research the process of production of these foods eg. is rainforest cleared to produce them
and is there an alternative sustainable production method?
 They will record the air miles involved in sourcing these commodities
 They will examine alternative food sources (if any) and record their location
 They will examine a range of food labels, recording product origin, presence of soy and palm oil and/
or derivatives, for example
1. Soy: soy protein, soy lecithin, soy meal, soy flour, textured vegetable protein, soy bean extract, tofu,
Glycine max (Latin name)
2. Palm oil: sodium palm kernelate (Palm kernel oil), sodium palmate, Elaeis guineensis (Latin name)

* They will research hidden rainforest ingredients in food which might not be identifiable on labels, for
example, meats (animals may be fed soy), palm oil (often listed on label as vegetable oil)

* They will look for sustainably produced versions of the foods, eg. Rainforest Alliance certified products,
Sainbury’s products made with sustainable palm oil (soap and fishfingers)

* They will demonstrate a knowledge of the relationship between water quantity and crop production, ie
1,000 tonnes of water to produce 1 tonne of grain (reference: http://www.earthpolicy.org/books/seg/PB3ch09-
ss3.htm).

Organisation:

 Individual study or paired/small group research project

Development:

 Present the research material in the form of an awareness-raising local exhibition

 Visit a local supermarket to research products. Ask supermarket management about labeling. Look
at the issues of food labeling - particularly for products that include palmitate, palmitamine and
palmitamide as these aren't solely derived from oil palm so may not be related to rainforest
destruction.
  Research the Marks and Spencer ‘Look Behind The Label’ clothing campaign and the Fair Trade
Foundation. Draw comparisons with food labeling issues and sustainably produced rainforest
products.
 In the case of pieces of work being deemed outstanding by teachers, submit to The Prince’s
Rainforests Project for possible national recognition
 How are consumer and trade issues which surround deforestation similar to those for coastal areas
such as mangrove forests in Brazil? Visit The Environmental Justice Foundation website -
http://www.ejfoundation.org/
 Visit http://www.storyofstuff.com/ and watch the video, The Story of Stuff, an entertaining and
educational look at the underside of our production and consumption patterns.

Key Points to Monitor:

 Venue for exhibition

 Health and safety
 Access/parking
 Management of numbers
 Public facilities
 Marketing: target audience
 Significance of key note address/opening for the exhibition
 Production of programmes/promotional material
 Operating costs/budget
 Sponsorship

This Study Quest could provide a very enriching learning experience for the students involved. It also
provides a wonderful opportunity to develop community links.
Climate hero
Belle Anse, Haiti: Solomon’s story
Solomon Jean-Pierre PHOTO: KESNER MICHEL/ACTIONAID
“My name is Solomon Jean-Pierre and
I’m 11 years old. I live with my dad, my
three brothers and two sisters in a small
place called Belle Anse, in Haiti. It’s a
beautiful place, but we always suffer
when storms hit.
When Hurricane Noel hit our community late October
2007, I was walking home from school. It was a
Friday afternoon and it was pouring with rain. I saw
red muddy water coming down the mountain, gushing
through the streets. The rains had caused a flash
flood. I was so scared. I quickly climbed the nearest
tree to get out of the way. From up there I saw
people, animals, pieces of houses and furniture
carried away with the water. I was so scared, I didn’t
even notice I was bleeding; I had climbed a tree we
always avoided (as it has big spines) and I was
covered in scratches. All I could think about was my
family.
I don’t know how long I was in the tree, but minutes
felt like hours. When the rain stopped and the water
lowered, I rushed home to find my dad, brothers and
sisters on the roof of a nearby house. I was so
relieved. My dad was so happy to see me alive. We
went over to our home to find it had gone. The water
took away our home, our crops and all our
possessions. It was heart-breaking to see my dad
sobbing. But we were lucky, as we were all alive.
We, and families like ours, received immediate help
from the government and local organisations. They
helped us with food, shelter and things to go back to
school with. This meant we could get our lives back to
normal. But I was scared it would happen again and I
didn’t know what we could do to protect our
community. Many of my friends felt the same.
That was why I was so happy when my dad came
back from a community meeting and told us that
ActionAid was organising projects for us children. The
projects gave us a chance to talk about our
experiences, understand what happened, and even
do things to help protect ourselves. We had meetings
to talk about what we saw and how the flash flood
affected us. It was good to be able to do this, as I
could talk about my fears and realise I was not the
only one feeling like that. We also had lessons on
climate change and protecting the environment. This
was followed by a greenhouse project, which I am the
most excited about.
The greenhouse project is lots of fun. We learn about
what we can do to improve our local environment. The
main aim is to grow trees which we can plant in and
around our communities.
ActionAid and their partner organisation CODAB
[Coordination of Organisations for the Development
of Belle Anse], helped us to build greenhouses to
grow tree saplings. They also taught us to prepare
the soil, how to mix nutrients to feed the saplings,
how to care for the trees and how to transplant them.
I did so well in the training I was chosen by my group
to be in charge of our greenhouse. I am so proud, as
I am helping to protect our community.
In our greenhouse we have 2,000 saplings. These
fast growing trees are planted in areas around
agricultural fields, our homes and up in the hills to
help stop soil erosion. So far, we have planted just
over 1,000 trees. The roots will help to hold the soil
together and prevent the landslides we had last year.
I also teach younger children about our environment
and what we can do together to improve it. They
come to the greenhouse for a few hours every
Saturday to see what we are doing and to help out.
Working in this greenhouse every day makes me feel
good about what I can do to protect our community. I
see my future with positive eyes, as I am helping to
rebuild my area. When I get older, I will get more
training as I want to learn more about using and
protecting the land.
This project has helped me to face my fears, and
now I am helping to protect our future.”
Solomon 2009:
“Since then, my dad and I have built a greenhouse in
Registered Charity No. 274467
our yard where we grow plants. We use some of the
trees for sale and the others we plant in our area. It’s
really getting greener now, we are so happy about
it!”
www.actionaid.org.uk/powerdown
Climate hero
Belle Anse, Haiti: Solomon’s story
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

Registered Charity No. 274467

www.actionaid.org.uk/powerdown
Climate hero
Belle Anse, Haiti: Solomon’s story

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

Registered Charity No. 274467

www.actionaid.org.uk/powerdown
Climate hero
Belle Anse, Haiti: Solomon’s story

Deforestation and landslips in

Registered Charity No. 274467

Haiti after Hurricane Gustav,
August 2008
PHOTO: GIDEON MENDEL/CORBIS/ACTIONAID

www.actionaid.org.uk/powerdown
Climate hero
Belle Anse, Haiti: Solomon’s story

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

Registered Charity No. 274467

www.actionaid.org.uk/powerdown
Climate hero
Belle Anse, Haiti: Solomon’s story

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]

Registered Charity No. 274467

www.actionaid.org.uk/powerdown
Climate hero
Belle Anse, Haiti: Solomon’s story

Learning objective Lesson ideas Resources

To learn about hurricanes and how they affect
people
To learn about deforestation and how trees are
important to our climate
Hurricanes: Some suggested websites:
What is a hurricane? http://maps.google.co.uk/
How do hurricanes form?
Where do hurricanes get their energy from? http://en.wikipedia.org/wiki/Main_Page
When are where do hurricanes usually happen?
http://news.bbc.co.uk/1/hi/world/americas/
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.

Registered Charity No. 274467

www.actionaid.org.uk/powerdown
Climate hero
Belle Anse, Haiti: Solomon’s story

Learning objective Lesson ideas Resources

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

Registered Charity No. 274467

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.

www.actionaid.org.uk/powerdown
Climate hero
Belle Anse, Haiti: Solomon’s story

Learning objective Lesson ideas Resources

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.

Registered Charity No. 274467

www.actionaid.org.uk/powerdown
Climate hero
Belle Anse, Haiti: Solomon’s story

Learning objective Lesson ideas Resources

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
schools@actionaid.org.uk

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.

Registered Charity No. 274467

www.actionaid.org.uk/powerdown
Climate hero
Belle Anse, Haiti: Solomon’s story

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

Registered Charity No. 274467

washed away – ‘heart-
family. He might also be in shock

www.actionaid.org.uk/powerdown
 11-14 Years (Key Stage 3)

Plants and People

What has the rainforest got to do with me?

Jungle Connections Bag

This activity demonstrates how vital the rainforest is as a resource base i.e. for
products and materials, providing a habitat for rare living species, ‘ideas and
knowledge’ and as a human habitat. It can lead on to discussions about what
effect we have on the rainforest and how losing such a valuable resource will affect
our lives.

Give out bags with the below items inside (give time for unpacking). Have a look at
the items in the bag - discuss and see if you can figure out how they are connected
with the Tropical Rainforest.

Items for the Bag:

 Chocolate - Is an under-story plant that needs to grow under bigger trees. It is an important food
crop.

 Rubber Gloves - Come from the rubber tree, which is different to the pot plant that we call a rubber
plant.

 Cosmetics - Soaps and lip balm contain palm oil.

 Cheap crisps - Are often cooked in palm oil.

 Picture of a beef burger - Talk about how huge areas of the rainforest have been cleared for
massive cattle ranches to produce cheap beef.

 Picture of garden furniture - Talk about how a lot of wood for outdoor use is tropical hardwood,
important to discuss sustainable FSC products.

 Exotic Holiday Brochures - Lots of rainforest is pulped into paper. Discuss the effects of tourism
and people taking holidays in tropical rainforests. Is tourism a good or bad thing? Discuss eco-
tourism and its benefits.

 Coffee - Another under-story plant that needs the protection of taller plants to grow well. It is an
important food crop.

 Empty Medicine Containers - 80% of all medicines originally come from plants. Many medicinal
plants from the rainforest have yet to be discovered.

 A picture of the water and carbon cycle - Discuss how Rainforests are an essential part of the
water and carbon cycle. Rainforests regulate our climate.

De-brief the items in the bag – ask for one or two explanations about how we are connected to the things in
the bag. Can the items be categorised? What headings can they come up with? Non- food products, foods/
medicine and cosmetics, uses for indigenous people.