Name ____________________________ Date ____________________ Class ____________
Interdisciplinary Exploration
■
Science
Dwarf Rain Forest Animals
Some mammals found in African rain forests are very small. These dwarf
animals include the royal antelope and the pygmy hippopotamus. Read the
following passage about these animals.
The Royal Antelope
The royal antelope inhabits west Africa’s
coastal rain forests. It is the smallest
antelope in the world. The royal antelope
stands only about 25 cm high at the
shoulder, measures about 36 cm from nose
to rump, and weighs about 6.8 kg.
Although the royal antelope is extremely
small, it can jump about 2.8 m in one leap.
In contrast, the world’s largest
antelope, the eland, can grow to a height
of 1.8 m at the shoulder and weigh more
than 545 kg. The eland lives in the grassy
savannas of central and southern Africa.
The Pygmy Hippopotamus
There are two species of hippopotamus in
the world, and both live in Africa. The
pygmy hippopotamus, Choeropsis
liberiensis, lives in the rain forests of Sierra
Leone, Liberia, and Côte D’Ivoire. It
grows to a length of about 1.2 m and a
weight of about 230 kg.
The larger species, Hippopotamus
amphibius, can weigh more than 3,600 kg
and be 4.3 m long and 1.5 m tall at the
shoulder. This species lives in and near
rivers flowing through flatlands in eastern
and southern Africa.
Use the information in the passages above to complete the two tables below. Then
answer the questions that follow on a separate sheet of paper.
Antelopes
Height
Weight
Habitat
Royal antelope
1. ___________ cm
3. ___________ kg
5. ________________
Eland
2. ___________ cm
4. ___________ kg
6. ________________
Hippopotamuses
Length
Weight
Habitat
Pygmy hippo
7. ___________ cm
9. ___________ kg
11. ________________
River hippo
8. ___________ cm
10. ___________ kg
12. _______________
13. What is the royal antelope’s length from nose to rump? What is the
length of its jump? How many times longer than its body length is the
length of its jump?
14. In what layer of the rain forest do you think the royal antelope and
pygmy hippopotamus live? Explain your answer.
15. How do you think the small size of the royal antelope and pygmy
hippopotamus make these animals well adapted to their environment?
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Name ____________________________ Date ____________________ Class ____________
Interdisciplinary Exploration
■
Science
Classifying the Great Apes
Family
Genus
Species
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Interdisciplinary
Exploration
You’ve heard of chimpanzees, and you’ve probably seen them in a zoo or on
television. But have you ever heard of a pygmy chimpanzee? The pygmy
chimpanzee, or bonobo, is smaller and more slender than the common
chimpanzee.
The bonobo, the common chimpanzee, the gorilla, and the orangutan
make up a related group of animals commonly known as the great apes. All
great apes live in tropical rain forests. Three types of great apes are found in
Africa. The gorilla lives in west, central, and east Africa. The common
chimpanzee lives in west and central Africa, north of the Congo River. The
bonobo lives in central Africa, south of the Congo River. The orangutan lives
on the islands of Borneo and Sumatra in southeast Asia.
The diagram on the right shows how organisms are
identified in the scientific classification system. Great
Kingdom
apes, monkeys, and humans belong to the order
called Primates. Within this order, all great apes are
grouped together in the family called Pongidae.
Within this family, all chimpanzees belong to the
Phylum
genus Pan. This genus has two species, troglodytes
(the common chimpanzee) and paniscus (the bonobo).
The gorilla is classified in the genus Gorilla, and its
species is also gorilla. The orangutan is classified in
the genus Pongo, and its species is pygmaeus.
Class
An organism’s genus and species make up its
scientific name. For example, the orangutan’s
scientific name is Pongo pygmaeus. Notice that the first
word in the name begins with a capital letter, and the
Order
second word begins with a lower-case letter. An
organism’s scientific name is always written in italic
(slanted) print.
Name ____________________________ Date ____________________ Class ____________
Interdisciplinary Exploration
■
Science
Classifying the Great Apes
(continued)
Use the diagram and text on the previous page to answer the following items. Write
your answers in the spaces provided.
1.
2.
3.
4.
What is the scientific name of the common chimpanzee? ________________________
What is the bonobo’s scientific name? _______________________________________
What is the gorilla’s scientific name? ________________________________________
What are two major differences between the common chimpanzee and
the bonobo?
________________________________________________________________________
________________________________________________________________________
5. Fill in the diagram below to make a “family tree” for the great apes.
Order
a.
Family
b.
(great apes)
Genus
Genus
c.
f.
(chimpanzees)
Species
d.
Species
h.
(gorilla)
(orangutan)
Species
Species
g.
e.
(common
chimpanzee)
Genus
(bonobo)
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i.
Name ____________________________ Date ____________________ Class ____________
Interdisciplinary Exploration
■
Science
Bat Adaptations
Fruit
Fruit bats are the largest bats in the world,
with a wingspan of about 1.5 meters. A
bat’s wing is like a modified hand. It has
four very long fingers and a shorter
thumb. Leathery skin stretches across the
fingers and attaches to the leg. The fruit
bat’s thumb and second finger have claws
that help it grip objects and move around
in the trees where it roosts during the day.
The bat also uses its claws to bring fruit to
its mouth.
As you might expect, fruit bats feed
mostly on fruit. A fruit bat’s canines—the
pointed teeth next to the front teeth—are
very long. These teeth help the bat grab
and hold onto fruit. Its front teeth, or
incisors, are short and strong for cutting
through fruit skins. Tiny scrapers on the
bat’s tongue help remove fruit pulp from
Bats
the skin. The bat’s flat back teeth, called
molars, chew and mash the pulp. Because
the bat’s mouth opening is small, the pulp
and juice do not dribble out. The bat
swallows the juice and pulp and spits out
the skin and seeds. The bat often scatters
the seeds as it flies.
Fruit bats also eat flower nectar. Many
tropical flowers that bloom at night have
a sweet scent, and fruit bats have a good
sense of smell. When the bat lands on a
flower, it rests its back legs on the lower
petals and grips the upper petals with its
claws. The bat’s long, narrow muzzle and
thin, flexible tongue reach deep inside the
flower. As the bat feeds, pollen falls on its
head. The bat then carries the pollen to
another flower.
Answer the following items on a separate sheet of paper.
1. Describe how a fruit bat’s claws help it survive.
2. Name the three types of teeth the fruit bat has. Describe the function of
each type of tooth.
3. Besides its teeth, how else is the fruit bat’s mouth adapted for eating fruit?
4. What adaptations help the fruit bat feed on flower nectar?
5. How does the fruit bat help the plants it feeds on?
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Interdisciplinary
Exploration
Bats live in different biomes throughout the world. But
fruit bats—or “flying foxes,” as they are often called—
are found only in the tropical rain forests of Africa,
India, southeast Asia, northern Australia, and some
Pacific islands. The following passage describes the
adaptations of these bats.
Name ____________________________ Date ____________________ Class ____________
Interdisciplinary Exploration
■
Mathematics
Modeling Rain Forest Layers
You have learned that, above the forest floor, the rain forest has three layers,
as shown in Table 1. In this activity, you will model the layers and some of
the trees found in them.
TABLE 1
Rain Forest Layers
Actual Height
Height in Model
Emergent layer
40–70 m
________________________cm
Canopy
10–40 m
________________________cm
Understory
0–10 m
________________________cm
1. Measure 2.5 meters high on the wall of your classroom. Mark the height
with a strip of masking tape. Label the tape Top of Emergent Layer.
2. If the real emergent layer is 70 meters tall and your model emergent layer
is 2.5 meters tall, what is the scale of your model? (Hint: Divide 70 by 2.5.)
Scale: 1 meter on the model = ____________ meters in the real rain forest
3. Calculate each layer’s height in your model. (Hint: Divide each layer’s
actual height by your answer in Step 2.) Write your answers in Table 1.
4. Mark the tops of the model canopy and model understory on the wall
with masking tape. Label the strips Top of Canopy and Top of Understory.
TABLE 2
Trees
Actual Height
Height in Model
Kapok
70 m
________________________cm
Teak
46 m
________________________cm
Ebony
30 m
________________________cm
African yellowwood
20 m
________________________cm
African oil palm
18 m
________________________cm
Raffia palm
12 m
________________________cm
Cape fig
7m
________________________cm
5. Table 2 lists typical actual heights of some rain forest trees. Calculate each
tree’s height in your model. (Hint: Divide each tree’s actual height by
your answer in Step 2.) Write your answers in Table 2.
6. Cut a paper strip to represent each tree. Label the strip with the tree’s
name. Tape the tree strips next to the layers you marked on the wall.
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Name ____________________________ Date ____________________ Class ____________
Interdisciplinary Exploration
■
Mathematics
Giant Rain Forest Animals
Animal
Size
Goliath frog
30 cm (body length)
Goliath beetle
12 cm (length)
Birdwing butterfly
28 cm (wingspan)
Giant centipede
23 cm (length)
Giant millipede
27 cm (length)
Giant flatworm
37 cm (length)
Use the table to answer the following items. Write your answers on a separate sheet
of paper.
1. The leopard frog, common in the United States, is about 9 centimeters
long. How many times longer is the Goliath frog than the leopard frog?
2. Estimate the size of the wingspan of the largest butterfly you have ever
seen. How does the size of that butterfly compare to the size of the
birdwing butterfly?
3. On a sheet of graph paper, make a bar graph showing the animals’ sizes.
Label centimeters on the horizontal axis and the animals’ names on the
vertical axis. Draw the bars horizontally.
4. Work with other students and use your bar graphs to make a life-size bar
graph for the classroom wall. Cut paper strips to show the actual sizes of
the animals.
5. Estimate the size of similar animals that you have seen in your area. (Use
an encyclopedia to look up any animals you are not familiar with.) Mark
off the length of these animals on the corresponding bars of your life-size
bar graph.
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Interdisciplinary
Exploration
Many animals that live in rain forests grow to large sizes. For example,
African rain forests are home to the largest frog in the world, the Goliath
frog. Huge insects and other invertebrates also inhabit these forests. The
table below shows the sizes of some of the giant animals that live in African
rain forests.
Name ____________________________ Date ____________________ Class ____________
Interdisciplinary Exploration
■
Mathematics
Comparing Tree Heights
It’s hard to imagine the sizes of things you have never seen. It helps to
compare their sizes with the sizes of objects you already know. In this
activity, you’ll compare the heights of rain forest layers with the heights of
trees that are familiar to you. The maximum heights of some common trees
that grow in the continental United States are listed below.
Common Trees Found in the U.S.
Tree
Maximum Height
Tree
Maximum Height
American elm
30 m
Pawpaw
6m
Bald cypress
37 m
Pitch pine
18 m
Catalpa
18 m
Poison sumac
6m
Chokecherry
6m
Quaking aspen
15 m
Cottonwood
24 m
Red maple
12 m
Dogwood
12 m
Red oak
24 m
Douglas fir
24 m
Rose-of-sharon
5m
Eucalyptus
60 m
Sugar maple
18 m
Giant redwood
100 m
Sycamore
40 m
Jack pine
12 m
Tupelo
30 m
Live oak
18 m
Weeping willow
15 m
Loblolly pine
30 m
White birch
24 m
Magnolia
9m
White pine
34 m
1. On the list, use a yellow highlighter to mark the trees that would form the
emergent layer if they were in the African rain forest.
2. Use a green highlighter to mark the trees that would form the canopy.
3. Use a blue highlighter to mark the trees that would be in the understory.
4. Choose at least three trees on the list that are familiar to you. They could
be trees that grow in your area or ones you have seen on a trip to another
area. (Ask your teacher if you are not familiar with the trees on the list.)
On a separate sheet of paper, make a bar graph showing the heights of
those trees. Mark the graph’s vertical axis with yellow, green, and blue
highlighters to show the heights of the rain forest’s layers.
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Name ____________________________ Date ____________________ Class ____________
Interdisciplinary Exploration
■
Social Studies
Reading a Map of Madagascar
N
Antananarivo
qu
bi
Moz
am
km
0 50
150
Madagascar is an African nation made up of one large island, also named
Madagascar, and many tiny islands. Madagascar is home to animals found
nowhere else in the world. Among these are many species of long-tailed
primates called lemurs. Some lemurs look like monkeys. Others look more
like mice or squirrels. Lemurs spend most of their time in trees. They eat
fruit, leaves, birds, bird eggs, insects, and other small animals.
Lemurs once lived in forests throughout Madagascar. However, most of
the lemurs’ original habitat has been cleared for farming, raising cattle, or
used for mining. Today, lemurs are found only in a few areas. Because
lemurs are endangered, some are protected in reserves.
Answer the following questions on a separate sheet of paper.
1.
2.
3.
4.
5.
E
S
Indian
Ocean
eC
h a nn
el
W
What body of water separates Madagascar from the African continent?
How far is it from Antananarivo to the island’s northeast tip?
What does the symbol
mean?
What are the major uses of land in Madagascar?
In which parts of Madagascar do lemurs live today? (Use compass
directions in your answer.)
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Capital city
Crops
Cattle grazing
Mining
Lemur habitat
Interdisciplinary
Exploration
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Madagascar
Name ____________________________ Date ____________________ Class ____________
Interdisciplinary Exploration
■
Social Studies
Peoples of the Rain Forest
You read about the Mbuti people in your textbook. Other rain forest peoples
include the Ibo and the Fang. Read about these peoples in the passages
below. Find the areas where they live on a map.
The Ibo
The Ibo inhabit southeastern Nigeria.
Their population is estimated to be about
16 million people. The Ibo live in homes
scattered throughout the rain forest. Most
Ibo are farmers who grow root crops such
as manioc and yams. They also produce
palm oil to trade or sell. Palm oil is used
in foods, soap, candles, and other
products. Ibo artwork includes painted
wood carvings of human heads, masks,
and figures, as well as doors and stools
carved in geometric patterns.
The Fang
The Fang live mainly in the rain forest of
Gabon and Cameroon in west-central
Africa. Their population is about 300,000.
Their homes are grouped close together
in compact villages. The people are
farmers who grow mostly root crops and
bananas. Many young men have left their
villages to work in the timber industry.
Because of this, the closeness of
traditional village life is not as strong
today. The Fang are known for their
poetry, dancing, and woodcarving.
Answer the following items on a separate sheet of paper.
1. Make a table to compare the Ibo and Fang peoples. Copy the table below,
but make yours larger so you have enough room. Fill in the boxes with
information from the passages above.
People
Location
Population Size
Crops
Art Forms
Ibo
Fang
2. How do the locations of Ibo and Fang homes differ?
3. Why do you think that the Ibo sell palm oil?
4. How has the Fang’s traditional village life changed in recent years? Why
has it changed?
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Name ____________________________ Date ____________________ Class ____________
Interdisciplinary Exploration
■
Language Arts
Word Meanings
1. legions
2. domain
3. crick
4. transport
5. creepers
6. pageant
7. minute
8. ungainly
9. attendant
10. spread-eagled
Answer the following questions on a separate sheet of paper
11. How many word meanings did you infer correctly? What helped you
make inferences?
12. Why would a naturalist visiting the rain forest get a “crick in the neck”?
13. Sometimes a different pronunciation gives a word a different meaning.
Which word in the list is like that?
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Interdisciplinary
Exploration
Some of the words Gerald Durrell used in the selection in your textbook may
have been unfamiliar to you. Many of the difficult words from the selection
are listed in the table below. In the first column is the word list. In the second
column, write what you think each word means. In the third column, write
the meaning from a dictionary. If the dictionary gives several meanings,
write the one that best fits the sentence in the selection.
Name ____________________________ Date ____________________ Class ____________
Interdisciplinary Exploration
■
Language Arts
The Aye-Aye
Naturalist Gerald Durrell traveled to Madagascar to study its unique
wildlife. He was particularly interested in the aye-aye, a rare species of
lemur. At one time, people thought that the aye-aye had already become
extinct. Then a few aye-aye populations were discovered in isolated pockets
of the forest. All of its habitats were threatened by forest destruction.
Durrell wanted to capture some aye-ayes and bring them back to his
wildlife preserve in England. Durrell established the preserve to breed rare
species in captivity. When a breeding colony becomes large enough, some
animals are released back into their wild habitats.
Aye-ayes are difficult to find in the wild because they are constantly on
the move. They find a place to feed during the night. Then, when they are
full, they build leafy nests to sleep in during the day. The next night, they
move to another area, where they feed again and build new nests.
After traveling many days through thick forests, Durrell finally found
some aye-ayes. In his book The Aye-aye and I, Durrell described his first look
at an aye-aye.
In the gloom it came along the branches towards me, its round,
hypnotic eyes blazing, its spoon-like ears turning to and fro independently like radar dishes, its white whiskers twitching and
moving like sensors, its black hands with their thin, attenuated
fingers tapping delicately on the branches as it moved along, like
those of a pianist playing a complicated piece by Chopin.
Durrell captured six aye-ayes, including two mothers with babies. He
then had to obtain an export permit from the Madagascar government to
take the animals out of the country. He also had to obtain a permit from
CITES (the Convention on Trade in Endangered Species), an international
law designed to protect rare and endangered species. Once the permits were
issued, the aye-ayes were flown to England. All six animals arrived safely.
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Name ____________________________ Date ____________________ Class ____________
Interdisciplinary Exploration
The Aye-Aye
■
Language Arts
(continued)
Now look at this picture of an aye-aye. Do you think Durrell did a good
job describing the animal?
Interdisciplinary
Exploration
Answer the following questions on a separate sheet of paper
1. Use a dictionary to find the meanings of the following words in Durrell’s
paragraph. Also look up any other words you do not know.
hypnotic
attenuated
twitching
delicately
2. A simile is a figure of speech that compares two unlike things. An
example is “His cheeks were as rosy as ripe apples.” A simile usually
includes the word like or as. Writers use similes to create images in their
readers’ minds. What similes did Durrell use in his paragraph?
3. What other words did Durrell use to create a vivid mental image of the
aye-aye?
4. Choose an animal that interests you. Find a picture of it in your textbook
or another source. Write a paragraph describing the animal. Use at least
one simile in your paragraph. Try to create strong mental images for
your readers.
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ANSWER KEY
Energy Resources
Science: Dwarf Rain Forest Animals
1. 25 cm
2. 180 cm
3. 6.8 kg
4. 545 kg
5. West Africa’s coastal rain forests
6. Savannas of central and southern Africa
7. 1.2 m
8. 4.3 m
9. 230 kg
10. 3,600 kg
11. rain forests of west Africa
12. flatlands in eastern and southern Africa
13. Length of antelope: 36 cm; length of jump: 2.8
m; jump length to antelope length: 7.77 times (280
cm ÷ 36 cm)
14. They both live in the understory on the forest floor, because neither can fly or climb.
15. Their small size would be an advantage for
moving through vegetation on the forest floor
and for hiding from predators.
Science: Classifying the Great Apes
1. Pan troglodytes
2. Pan paniscus
3. Gorilla gorilla
4. The bonobo is smaller and more slender than
the common chimpanzee, and it inhabits a different area of central Africa.
5. a. Primates
b. Pongidae
c. Pan
d. troglodytes
e. paniscus
f. Gorilla
g. gorilla
h. Pongo
i. pygmaeus
Science: Bat Adaptations
1. The bat uses its claws to grip objects, move
around in trees, bring fruit to its mouth, and
hold onto flowers.
2. Canines help the bat grab and hold onto
fruit. Incisors cut through fruit skins. Molars
chew and mash the fruit pulp.
3. Tiny scrapers on the bat’s tongue help
remove the fruit pulp from its skin. The bat’s
small mouth opening keeps pulp and juice from
dribbling out of its mouth.
4. Its claws enable it to grip and hold onto the
flower. Its long, narrow muzzle and thin, flexible
tongue reach deep into the flower to get the nectar.
5. The bat scatters the plants’ seeds and carries
pollen from one flower to another.
Mathematics: Modeling Rain Forest
Layers
2. 1 m = 28 m
3. Emergent layer: 143–250 cm; Canopy: 36–143
cm; Understory: 0–36 cm
5. Kapok: 250 cm; Teak: 164 cm; Ebony: 107 cm;
African yellowwood: 71 cm; African oil palm: 64
cm; Raffia palm: 43 cm; Cape fig: 25 cm
Mathematics: Giant Rain Forest
Animals
1. About 3 times longer
2. Estimates will vary. Sample answer: 12 cm
wingspan; the birdwing butterfly has a wingspan that is more than twice as wide.
3.
Giant
flatworm
Goliath
frog
Animals
Interdisciplinary Explorations
Birdwing
butterfly
Giant
millipede
Giant
centipede
Goliath
beetle
0 10 20 30 40 50 60 70 80 90
Size (in centimeters)
4. Students’ life-size graphs should resemble
their paper graphs, but the bars should be the
animals’ actual sizes.
5. Estimates of the size of similar animals will
vary. Sample answer: frog 9 cm, flatworm 2.5 cm,
butterfly 12 cm, millipede 2 cm, centipede 3 cm,
beetle 3.5 cm
Mathematics: Comparing Tree
Heights
1. Yellow (emergent layer): eucalyptus, giant redwood (also accept sycamore at 40 m)
2. Green (canopy): all trees except those listed in
answers 1 and 3
3. Blue (understory): chokecherry, magnolia,
pawpaw, poison sumac, rose-of-sharon
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ANSWER KEY
Energy Resources
4. Students’ tree choices will vary. The graph’s
vertical axis should be colored yellow from 40 to
70 m, green from 10 to 40 meters, and blue from
0 to 10 meters.
and in a small area on the west coast
Social Studies: Peoples of the Rain
Forest
1. Location Ibo: southeastern Nigeria; Fang:
Gabon and Cameroon in west-central Africa
Population size Ibo: about 16,000,000;
Fang: about 300,000
Crops Ibo: root crops [manioc, yams], palm
oil; Fang: root crops, bananas
Art forms Ibo: painted wood carvings of
human heads, masks, and figures and
doors and stools carved in geometric patterns; Fang: poetry, dancing, woodcarving
2. The Ibo live in homes scattered throughout
the rain forest. In a Fang village, homes are
grouped close together.
3. From their reading about the Mbuti on textbook page 197, students should be able to infer
that the Ibo sell and trade palm oil to obtain
goods that they do not grow, hunt, or make
themselves.
4. The closeness of village life is not as strong as
it used to be because many young men have left
their villages.
which the words were used probably helped
many students make inferences about the
words’ meanings.
12. A naturalist on the forest floor has his or
her head bent backward for long periods of time
looking up into the canopy.
13. minute (pronounced myNOOT)
Language Arts: The Aye-Aye
1. Hypnotic: producing a state like hypnosis, a
sleeplike condition in which the person is very
responsive to suggestions; attenuated: gradually
tapering to a point; twitching: moving suddenly
and sharply; delicately: softly and gently
2. Ears like spoons; turning like radar dishes;
whiskers moving like sensors; fingers tapping
like those of a pianist playing a complicated
piece by Chopin
3. Round, hypnotic eyes blazing; spoon-like
ears turning to and fro independently; white
whiskers twitching; black hands with thin,
attenuated fingers tapping delicately
4. Students’ paragraphs will vary.
Language Arts: Word Meanings
1–10. Do not penalize students for incorrect
predictions of word meanings. The dictionary definitions will vary slightly depending on the specific dictionaries that
students use.
1. large numbers
2. area of control
3. a painful muscle cramp
4. to carry from one place to another
5. plants with stems that grow along the
surface of the ground
6. a showy display
7. very small
8. clumsy
9. accompanying, going with
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Interdisciplinary
Exploration
Social Studies: Reading a Map of
Madagascar
1. The Mozambique Channel
2. About 710 km
3. Mining locations
4. For crops and cattle grazing
5. Along the eastern and northeastern coasts
10. with arms and legs stretched out
11. Students’ answers will vary. The context in