Inquiry Phrase:
Learning Intention:
Successful Criteria:
Tuning in: What do students know?
E5: Engage
Blooms Taxonomy: Remembering
Students to participate and work together with peers
and share their prior knowledge:
Students successfully engage with peers and
contribute informative topics link to their prior
knowledge
Session
Focus:
Week One
Whole Class Focus
Lesson One:
Rainforests
around the
world
What is a
Rainforest?
What is a rainforest?
Whiteboard brainstorm students to
coproduce as a class and display a list of
words linked to rainforests. Examples include:
Trees, Birds, and Rain etc.
View video What is a Rainforest
[Link]
v=OS2VrgRFCzc&nohtml5=False
(onesmartcookieprod 2010)
Where do you think Rainforests found in
Australia?
Allocate students into groups of 3 (or 4
depending on the number of students) each
group to collect a piece of butchers paper and
brain storm different places where Rainforests
are found.
Students to be given a map on the tropical
rainforests in Australia
Student/Group independent Tasks
Sharing Groups to reflect back to the class
their findings on where Rainforest are found.
PMI- students to relate back to the class, what
was a plus what do the students know, what
was good, minus what they did not like or
understand within the lesson and, interesting
what the students found interesting in this unit.
Assessment
Formative:
Students prior knowledge
based on Rainforests
Summative:
Students displayed an
understanding based around
Rainforests and contributed to
class and group discussions.
Inquiry Phrase:
Learning Intention:
Successful Criteria:
Tuning in: What do the students know?
Students to participate and work together with peers
Students develop and understanding of newer
E5 Engage
and share their prior knowledge
knowledge.
Blooms Taxonomy: Remembering
Session
Whole Class Focus
Student/Group independent Tasks
Assessment
Focus:
Week One
Lesson Two:
Rainforests
around the
world
Indigenous
people living in
Rainforest.
Tribe People
Refer back to the P.M.I charts from
previous lesson based on students input.
Develop an understanding and knowledge
of the indigenous tribe and their living.
Discuss with the students on the different
indigenous tribes that live in the rainforest.
Discuss and exchange thoughts on
indigenous lifestyle: example Shelter,
Medicines, Food (crops), and Education.
View video Children of the Rainforest
[Link]
v=zawOuVjbUu0&nohtml5=False (Savage
2013) - Students to take notes during the
video. Have a class discussion and write
what the students found out about
indigenous people who live in the
rainforest on the whiteboard.
Students to be given I.C.T time to
research. Students to allocate themselves
into a group of 3 and research the different
types of indigenous tribes in the rainforest.
One minute Essay- students are given one
minute to write down as much information
that they have learnt in this lesson.
- Stop watch provided
Share- students are then encouraged to
read out and share with the class what they
have written.
KWL chart- students individually write in
their books what they Know so far, what they
Want to know and what they have Learned
Summative:
Students prior knowledge on
their P.M.I charts
Formative:
Students contributes in class
discussion
Students contributed in
writing one minute Essay
Students contributes to share
with the class what they had
written.
Students created their own
KWL chart and wrote what
they Know, What they Want
to Know, what they learned
Use of I.C.T to research
information
Inquiry Phrase:
Tuning in: What are students interested in?
E5: Engage
Blooms Taxonomy: Remembering and
understanding
Session
Focus:
Week One
Where do
Rainforests
grow?
Successful Criteria:
Students are able to explore and investigate where
rainforest grow
Students are able to obtain and analyse research
Whole Class Focus
Lesson
Three:
Rainforests
around the
world
Learning Intention:
Student/Group independent Tasks
Refer back to students KWL chart
students to discuss with their table what
they have learnt so far, and what they
want to know through further investigate.
Where do Rainforests grow?
Tropics, range of countries, and islands.
View video Amazon Rainforest
[Link]
v=JEsV5rqbVNQ - students to take notes
of new words and facts they found
interesting.(VirtualFieldTripsnet 2014)
Whiteboard brainstorm- Students to
engage in class discuss and make a list of
new words and facts on the whiteboard.
Students to be given I.C.T time to
research. Students to allocate themselves
into a group of 3 and research different
types of rainforests and how a rainforest is
formed.
Conference Teacher to go around the
different groups and ask questions to
provide further understanding, encourage
students to ask questions.
Double journal entry students given
five minutes to rule up 2 columns on the
left side students to write any new
vocabulary they have learnt or questions
they would like to learn. In the right column
students to write their own understanding
to these words or question.
Drawings students to draw in their
books their own image of a rainforest.
Assessment
Summative:
Students prior knowledge on
their P.M.I charts and K.W.L
charts
Formative:
Students collaborate in class
brainstorming discussions
Students engage in conference
with teacher
Students share their knowledge
in their double journal entry
Students participate in engage
themselves in drawings on their
own image of a rainforest
Use of I.C.T to research
information
Inquiry Phrase:
Learning Intention:
Successful Criteria:
Tuning in: What do students understand?
E5: Explore
Students to engage in an immense range of
Students are able to define and use defined terms
Blooms Taxonomy: Remembering and
vocabulary
linked to the rainforests
understanding
Session
Whole Class Focus
Student/Group independent Tasks
Assessment
Focus:
Week Two
Lesson Four:
Rainforests
around the
world
What is a
rainforest
made up?
Layers of the
Rainforests
Students to refer back to their double
journey entry discuss with class one
thing they have learnt or know
Layers of rainforest
Emergent, Canopy, Understory and Floor
View video Layers of a Rainforest
[Link] (Aggarwal 2010) students to
write notes in their books.
List 10 things students to list 10 things
they have learnt so far on the unit.
Sentence prompts this allows students
to think about what they have learnt and
what they want to learn example I have
learnt, I want to learn..
Flip book- students to begin to design
their own flip book based on the layers of
the rainforest first layer Emergent
Summative:
Students prior knowledge on
their P.M.I charts and K.W.L
charts
Formative:
Engage in four corners activity
with peers
Introduce students to Emergent Layer
Top layer of a Rainforest the trees
Contributed in writing a list of 10
things
View website and video Emergent
Layer
[Link] (Emergent Layer
2014)
Engaged in sentence promptswhat they have learnt, what they
want to learn
Began to design their own flip
book
Four corners fun activity for this class,
teacher to provide factual questions and
students go to the selected corners
Strongly agree, agree, strongly disagree
and disagree
Inquiry Phrase:
Tuning in: What do students want to know?
E5: Explore
Blooms Taxonomy: Understanding
Session
Focus:
Week Two
Lesson
Five:
Learning Intention:
Successful Criteria:
Students to engage in an immense range of
vocabulary
Students are able to define and use defined terms
linked to the rainforests
Whole Class Focus
Rainforests
around the
world
Refer back to the P.M.I and sentence
prompts- what have you learnt so far?
Think, Pair, Share students to think about
previous lesson and write something they
have learnt, students then find a partner and
share something they learnt from the
previous lesson
What is a
rainforest
made up?
Introduce students to Canopy Layer
Dense layer of vegetation of the rainforest
Layers of the
Rainforests
View website and video Canopy
[Link] (Canopy 2014)
Brainstorm from video- class discussion
based on the video they watched and
students to contribute to discussions
Student/Group independent Tasks
Flip book- students to begin to design
their own flip book based on the layers of
the rainforest second layer Canopy
P.M.I Chart- students to relate back to
the class, what was a plus what do the
students know, what was good, minus
what they did not like or understand
within the lesson and, interesting what
the students found interesting in this unit.
Assessment
Summative:
P.M.I Chart about prior
knowledge.
Formative:
Engaged in brainstorm
discussion
Flip book- creating their
second part of the book
based on Canopy
Inquiry Phrase:
Finding out: What do students want to know?
E5: Explore
Blooms Taxonomy: Understanding
Session
Focus
Week Two
Lesson Six:
Rainforests
around the
world
Successful Criteria:
Students to use I.C.T to research and collect data
Students to gather I.C.T data and informative
information about rainforests
Whole Class Focus
Refer back to the P.M.I and sentence
prompts- what have you learnt so far?
Introduce students to Understory layer
Shrubs, young trees, Climate
View website and video Understory layer
[Link] (Understory layer
2014)
What is a
rainforest
made up?
Layers of the
Rainforests
Learning Intention:
Three thingsStudents to write three things that they have
learnt from reading and watching the video,
students then share with the class
Students to be given I.C.T time to research.
Students to allocate themselves into a
group of 3 and find information and facts on
Understory Layer
Student/Group independent Tasks
Flip Book- students to begin to design
their own flip book based on the layers of
the rainforest Third layer Understory
layer
Three facts and a fib- this interactive
game with help test the knowledge of the
students. Each student needs to write two
facts they found out about the understory
layer and then a fact that isnt true.
students then share with the class
Assessment
Summative:
P.M.I chart about prior
knowledge
Formative:
Contributed in interactive
activity -Three facts and a fib
Flip book- creating their third
part of the book based on
Understory layer
Use of I.C.T to research
information
Inquiry Phrase:
Finding out: How can student build their knowledge?
E5: Explain
Blooms Taxonomy: Understanding and Applying
Session
Focus
Week
Three
Lesson
Seven:
Rainforests
around the
world
What is a
rainforest
made up?
Learning Intention:
Successful Criteria:
Students aim to gain understand on new
information
Students obtain information and researching newer
information
Whole Class Focus
Refer back to the P.M.I- what have you
learnt so far
Introduce students to Forest floor
Climate, floor, damp
View website and video Forest floor
[Link] (Forest floor 2014)
Student/Group independent Tasks
Flip Book- students to begin to design
their own flip book based on the layers of
the rainforest Final layer Forest floor
3, 2, 1 Strategy- students to write 3 facts
that they have learnt through the unit
write, 2 personal connections to the unit
and 1 question about what they dont
understand or want to learn
Assessment
Summative:
P.M.I Chart about prior
knowledge
Formative:
Students completing their Flip
Book based on the layers of a
rainforest
Observation writing; teacher to roam
around the room and view each students
understanding and jotting down information
on what the students know
Students contributing and
take part in the 3, 2, 1
strategy and linking it to their
knowledge on the unit topic.
Students to be given I.C.T time to research.
Students to allocate themselves into a
group of 3 and find information and facts on
Forest floor
Use of I.C.T to research
information
Layers of the
Rainforests
Inquiry Phrase:
Finding out: How can we assist students?
E5: Explain
Blooms Taxonomy: Understanding
Session
Focus
Week
Three
Lesson
Eight:
Successful Criteria:
Students to receive knowledge and gain
information via different resources
Students to reflect on their knowledge and able to
obtain information
Whole Class Focus
Refer back to P.M.I chart- what have you
learnt so far?
Read a book- The Rainforest Grew All
Around written by Susan. K. Mitchell
Students to listen carefully and take in
pictures and information (Mitchell &
McLennan 2007)
Rainforests
around the
world
Different
types of
Rainforests
Learning Intention:
Student/Group independent Tasks
Introduce different types of Rainforests
- Tropical Rainforest
- Temperate Rainforest
- Monsoon Rainforest
- Cloud Rainforest
Conference- teacher to have a one on one
with students and discuss their P.M.I charts
and ask questions and allow students to ask
teacher questions
View video Tropical rainforest
[Link]
[Link] (Tropical
Rainforest Biome 2016)
See, think, wonder- students to listen
and look carefully whist the teacher is
reading, after the book is read the
teacher is to ask questions
What do you see?
What were you thinking?
What do you wonder?
Students to do a quiz based on
Rainforests
[Link]
nce/tropical_rain
_forest/[Link] (Tropical Rain
Forest Quiz 2016)
Thumbs up/thumbs down strategy:
extend students knowledge. Teacher to
ask questions about rainforest and
students to either put thumbs up if they
believe the fact is true or thumbs down if
they think the fact is false
Assessment
Summative:
P.M.I chart based on students
prior knowledge
Formative:
Conference with the teacher
where both students and
teachers collaborate with one
another.
See, think, wonder students
to listen and look carefully and
then asked questions based on
what they saw
Thumbs up/thumbs down to
help teachers understand on
students understanding of the
topic/unit.
Inquiry Phrase:
Sorting out: What have students learnt?
E5: Explain
Blooms Taxonomy: Understanding and Applying
Session
Focus
Week
Three
Lesson
Nine:
Rainforests
around the
world
Temperate
Rainforest
Learning Intention:
Successful Criteria:
Students to document and visual information based
on two types of rainforests
Students to gain adequate information on
Temperate Rainforest
Whole Class Focus
Refer back to P.M.I chart- what have you
learnt so far?
Focusing on two types of RainforestsWeek Nine: Temperate rainforest biomes
Week Ten: Tropical rainforest biomes
Temperate rainforest
Human and Animal habitats, weather,
climate and location
Students to be given I.C.T time to research
information on temperate rainforests.
View website
[Link] to provide an
example for students (temperate rainforest
2016)
View video Temperate Forest
[Link]
v=mEPRPWjPaVA (Soccer10082012 2011)
students to listen and watch the different
sounds and animals in the Temperate
Forest
Student/Group independent Tasks
Assessment
Student independent surveys- provide
a range of true and false questions and
students tick is the facts are indeed true
or false.
Summative:
Learning log: students to write at the
end of the lesson what they have learnt,
and provide questions on what they want
to know students can then go onto
further researching those questions
Formative:
P.M.I chart based on students
prior knowledge
I.C.T Engaged in investigating
further knowledge whilst
researching Temperate
rainforests
Participating in student
individual surveys conducted
by the teacher
Learning logs- students to
write what they have learnt and
what they want to further
investigate
Inquiry Phrase:
Sorting out: What have students learnt?
E5: Elaborate
Blooms Taxonomy: Applying
Session
Focus
Week Four
Lesson Ten:
Learning Intention:
Successful Criteria:
Students to document and visual information based on
two types of rainforests
Students to gain adequate information on
Tropical Rainforest
Whole Class Focus
Refer back to P.M.I chart- what have you
learnt so far?
Rainforests
around the
world
Tropical
Rainforest
Tropical Rainforest
Human and Animal Habitats, Location,
climate and weather
Students to be given I.C.T time to research
information on tropical rainforest view
website
[Link] to provide an
example for students (Tropical rainforest
2016)
Student/Group independent Tasks
Focusing on two types of RainforestsWeek Nine: Temperate rainforest biomes
Week Ten: Tropical rainforest biomes
View video Tropical rainforest biome
[Link]
v=kLWyLrEW3g8 (Skelos97 2012)
Students to listen and observe the video
and write down information they find
interesting
Venn-diagram students to develop a
Venn-diagram using both the information
from previous lesson (week nine) and this
lesson writing what they thought was
different focusing on Tropical and
Temperate rainforest
Share- students to share their finding with
their class peers.
Online game treehouse
[Link]
Interactive way for students to learn about
the rainforest and where crops (food) where
produced (Virtual Treehouse 2016)
Assessment
Summative:
P.M.I chart based on
students prior knowledge
Formative:
Venn-diagram- students
engaging and developing
an understanding on
rainforest linking to same
and different
Share- students contributed
in sharing information with
classroom peers
Inquiry Phrase:
Sorting out: What have students learnt?
E5: Elaborate
Blooms Taxonomy: Applying
Session Focus
Week Four
Lesson
Eleven:
Rainforests
around the
world
Animals living in
the rainforest
Endangered/exti
nct species
Learning Intention:
Successful Criteria:
Students to use different learning tools to help
develop their understanding
Students to use investigation and research to
gain further knowledge
Whole Class Focus
Refer back to P.M.I chart- what have you
learnt so far?
Student/Group independent Tasks
Introduce animals living in the rainforest
and endangered/extinct species
Show of hands students to show a
show of hands and list as many animals
as possible who live in the forest
View video Rainforest Animals
[Link]
v=ojTS22t9bbY (bdawn228 2009) provide
videos to show students the different types
of animals found in the rainforest
View video Endangered species in the
Amazon
[Link]
v=QFk6GG8w-Ak (ClassyBezzels 2012)
Whiteboard brainstorm- class discussion
based on the videos. Question to prompt
discussion
- Why do you think animals are going
extinct?
Student self-questions- students to
develop a list of questions and answer
them and then hand them into the teacher,
allows the teacher to see what the teacher
has learnt.
Investigation: students to individually
investigate and research an endangered
animal and find facts about the animals.
Assessment
Summative:
P.M.I chart based on
students prior knowledge
Formative:
Student self- questions
students engaged in their
own self-questions to
provide the teacher with
much knowledge that they
have learnt throughout this
unit.
Investigation: prompt
-students engaged in this
self-guided task to enhance
their knowledge and
understanding.
Whiteboard brainstormstudents engage and
collaborated with class
peers.
Inquiry Phrase:
Sorting out: Students knowledge, further
investigation
E5: Elaborate
Blooms Taxonomy: Analysing
Session Focus
Week Four
Lesson
Twelve:
Rainforests
around the
world
How humans
have impacted
Rainforests?
Learning Intention:
Successful Criteria:
Student to be able to understand and receive
information and able to reflect
Students to be able to reflect their understanding
and investigate further
Whole Class Focus
Refer back to P.M.I chart- what have you
learnt so far?
Student/Group independent Tasks
Human Impact
Logging, Farming, and destruction
Read book
Unos Garden- students to listen and look
slowly to what is happening to the
environment (Base 2006)
Class discussions
Class discussion on what was occurring in
the book Unos Garden
Teacher starts the inquiry questions
- What happened at the start of the book?
- What happened at the end of the book?
- How are the Humans impacting on the
rainforest
- What will happened to the rainforests if
humans continue to destruct and log?
write students answers on the whiteboard
Students to be given I.C.T time to
research
- Human impact on Rainforests
Reflective journal
Students to write down what they have
learnt today and their own understanding of
human impact on Rainforests
Drawings
Student to draw about the impact humans
are doing on Rainforests
Annotation
Students to share their drawing with the
class and discuss what they drew and their
own meaning on human impact
Assessment
Summative
P.M.I chart based on
students prior knowledge
Formative
Reflective journal
Personal reflection
Drawings
Their own understanding
and reflection on human
impact
Annotation
Students to discuss with
their class their drawing and
how their understanding and
knowledge
Inquiry Phrase:
Sorting out: Further knowledge
E5: Explore and Elaborate
Blooms Taxonomy: Analysing
Session Focus
Learning Intention:
Successful Criteria:
Students to be able to understand and receive
information and able to reflect
Students to be able to recount information and
share with peers
Whole Class Focus
Week Five
Refer back to P.M.I chart- what have you
learnt so far?
Lesson
Thirteen:
Rainforests
around the
world
Industrial threats
Human impact, Deforestation and Mining
View website What is deforestation?
[Link]
a_algee/[Link] (What is
deforestation 2013)
Industrial
threats impacts
on rainforests
Deforestation
Class discussion
- What is deforestation?
- What happens to the rainforests?
- How can you as a person help the
rainforests?
- How can you educate other people about
deforestation?
Students to be given I.C.T time to
research
- Human impact on Rainforests
Student/Group independent Tasks
Teach a friend
Students to discuss with the class mate
beside them and discuss about
deforestation and the impact that is has on
the environment
Reflective journal
Students to write down what they have
learnt today and their own understanding of
deforestation
Students can write a letter to the
government about deforestation and their
concerns
Assessment
Summative
P.M.I chart based on
students prior knowledge
Formative
Teach a friend
Students to engage in a
conversation with their peer
and discuss their knowledge
on deforestation
Reflective journal
Students contribute in
reflecting their thoughts on
deforestation
Inquiry Phrase:
Going further?
E5: Evaluate
Blooms Taxonomy: Evaluating
Learning Intention:
Successful Criteria:
Students to assemble and produce facts and
evidence using different learning tools
Use their findings from research to assist in their
unit assessment
Session Focus
Week Five
Lesson
fourteen:
Whole Class Focus
Rainforests
around the
world
Rainforest
Assessment
task
Student/Group independent Tasks
Refer back to P.M.I chart what have you
learnt so far?
Unit Assessment explained
Designing your own rainforest diorama
students to create their own interpretation
of a rainforest
Presentation: students to present their
diorama in front of their peers oral,
written, images students to use
rainforest terms example: rainforest
biomes, shrubs, canopy etc.
Planning commences
Students to begin to plan their own
dioramas.
-Props
-Materials
-Equipment
Turn and talk students to discuss what
they have learnt within the unit
Class discussion
Students to present individually and will be
assessed individually
Assessment
Summative:
P.M.I chart based on
students prior knowledge
Formative
Students contribute to class
discussions on unit
assessment
Students plan effectively and
begin to investigate and
design their dioramas
adequately
Observations
Assessment:
Checklist
Self-assessment
Peer assessment
Inquiry Phrase:
Going further: Understanding the unit, investigation
E5: Evaluate
Blooms Taxonomy: Evaluating
Learning Intention:
Successful Criteria:
Set short term goals that are set and practical
Student to accomplish short term goals
Session Focus
Week Five
Lesson
Fifteen:
Whole Class Focus
Refer back to P.M.I chart what have you
learnt so far?
Class discussion:
Stage of students development with their
Dioramas
What resources will they need recycled
One on one conference:
Teacher and student to have one on one
Reading over students plans, proof
reading plans
Rainforests
around the
world
Rainforest
Assessment
task
Student/Group independent Tasks
Students to continue with planning of their
dioramas
changing ideas and plans
Short term goals
finish proof reading
make good copy of plan
Inquiry Phrase:
Reflection: What have students learnt, understanding
E5: Evaluate
Blooms Taxonomy: Evaluating and Creating
Assessment
Formative:
One on one conference with
student and teacher,
discussing students plan
Students engaged in class
discussion
Appropriate short term goal
set and students
accomplished
Learning Intention:
Successful Criteria:
Students to assemble and produce facts and
evidence using different learning tools
Use their findings from research to assist in their
unit assessment
Session Focus
Week Six
Lesson
Sixteen:
Whole Class Focus
Rainforests
around the
world
Rainforest
Assessment
task
Student/Group independent Tasks
Refer back to P.M.I chart what have you
learnt so far?
Students to commence their project
making dioramas
Students to work individually
Class discussion:
Stage of students development with their
Dioramas
What resources will they need recycled
Assessment
Formative:
Students to ask for assistance
if need
Students to commence
working individually on unit
project
Teacher observation
Teacher to roam around the classroom
and assist students if needed
Inquiry Phrase:
Reflection: What topic stands out?
E5: Evaluate
Blooms Taxonomy: Creating
Learning Intention:
Successful Criteria:
Students to assemble and produce facts and
evidence using different learning tools
Use their findings from research to assist in their
unit assessment
Session Focus
Week Six
Lesson
Seventeen:
Whole Class Focus
Class discussion:
Stage of students development with their
Dioramas
What resources will they need recycled
Teacher observation
Teacher to roam around the classroom
and assist students if needed
Rainforests
around the
world
Rainforest
Assessment
task
Refer back to P.M.I chart what have you
learnt so far?
Student/Group independent Tasks
Students to start finalizing their dioramas
and adding last touches to their unit
projects
Assessment
Formative
Students to commence
working individually on unit
project
Inquiry Phrase:
Action: Reflection, further investigation, what
information did you find important.
E5: Evaluate
Blooms Taxonomy: Creating
Session Focus
Learning Intention:
Successful Criteria:
Students to use self-assessment to reflect on their
knowledge and understanding of the unit
Students are able to reflect through peer
assessment to mark others assessment
Whole Class Focus
Week Six
Unit assessment due
Dioramas
Lesson
Eighteen:
Rainforests
around the
world
Students to hand in the P.M.I charts
Teacher will assess the students
Students to present their unit
assessment to their peers teacher to
provide feedback to the students, ask
students questions to extend their
knowledge.
What have you found interesting in this
unit?
Explain your process of your diorama?
What would you like to learn more about?
How can you extend your knowledge to
others?
Rainforest
Assessment
task finale
Student/Group independent Tasks
ChecklistStudents to self-assessment check list
after presentation based on their
performance and knowledge
Traffic lightsStudents to mark themselves using
Green, Yellow, Red green something
they believed they achieved, yellow based
something they think they need improving
on, red what they think they didnt do so
good on
Reflection journal
Students to write a small reflection based
on the unit of assessment
Assessment
Summative
Self-assessment
P.M.I chart
Peer assessment/review
Formative
Engaging in group
discussions
Referencing
Aggarwal 2010, Layers of a Rainforest, viewed 7 April 2016, <[Link]
Base, G 2006, Unos Garden, Graeme Base, viewed 7 April 2016, <[Link]
Bdawn228 2009, Rainforest Animals viewed 7 April 2016, <[Link]
Canopy Layer 2014, Oddizzi, viewed 7 April 2016, <[Link]
ClassyBezzels 2012, Endangered Species In The Amazon viewed April 2016, <[Link]
Emergent Layer 2014, Oddizzi, viewed 7 April 2016, <[Link]
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