On the board, or on chart paper, show a list of many of
the organisms found in the Belizean rain forest.
In this list include several examples of producers,
consumers, and decomposers. Students have already
been exposed to descriptions of these animals, their
behaviors, diets, and ways of survival.
Students are placed in groups of four.
Students are queried about the similarities and differences
of our habitat to rainforest habitats.
Students are then asked: "What animal in the Belizean
rain forest do you believe is the most beneficial
one there?" The students should not answer
quite yet, though!
Ask students to think about the animals in
the rainforest, and what their adaptation
are to the rainforest environment. Students
should write their answers and explain
why they chose a particular animals as
the most beneficial one in the rainforest.
Students share their answers with their group.
Next, the group must decide which of the four animals in the
group would be the most beneficial to the rainforest. The
entire group needs to agree! The group should
have a reason for its choice; if there is Internet
availability, groups may go online to seek the answer.
presents its findings and reasoning.
the class decides on the most beneficial animal
of the Belizean rain forest.
ask students to write down their thoughts during
this activity. Among the questions they could
address: How did you reach your decision as a group? Do
you agree with the class vote? What are your
thoughts about the most beneficial animal now?