Listen to the Amazon rainforests

• Ask pupils to close their eyes and listen to the soundscape
   
• As a class, discuss what pupils heard, identifying and categorising the sounds
   
• Collate everything mentioned, discussing the physical properties of the items mentioned, in a class list
   
• Encourage pupils to think about how listening to nature sounds makes them feel (e.g. calm, happy), linking time in/near nature to wellbeing
   
• Optional: Create a calming, nature-inspired noisemaker, e.g. windchime, from recycled materials, e.g. plastic bottles or tins hung from a coat hanger. Place this in the school where other classes can also benefit from the calming effects of nature sounds
   

• Pair/group work
   
• Pause video to discuss sounds as each one is heard and talk about what it could be e.g. tall tree vs small shrubs, waterfall vs stream, birds vs other animals
   
• Use body percussion/instruments to recreate sounds and consolidate learning
   

• Go outside as a class and find local examples of things you heard in the soundscape; leaves that rustle, sticks that break when you step on them, rocks (different types). Order them from smallest to biggest and talk about their physical properties.
   
• Link to learning about seasons / deciduous and evergreen plants depending on the time of year taught
   
• Create graph based on times sounds heard
   

• Listen to soundscape and identify the sounds like running water of a stream or river, animal noises

Do two of the following: 

• As a class, create your own soundscape using
   
  • clap patterns  
  • humming / singing
  • vocal grunts
  • body percussion
     
• Go outside and listen to the soundscape of your school. Ask pupils ‘What can you hear? There are probably some less natural things like traffic – but what about nature noises? Are there birds, or wind noises?’ Recreate these sounds.
   
• Record and share, or perform, your soundscape to others
   
  • If recording – listen back to your soundscape(s) in the classroom for focus or calm
  • Consider using other materials in the classroom to make noise, like tipping pencils onto a table, shaking a water bottle or box full of paper clips if appropriate

• Partner/group work
   
• Provide prompts / options like tweeting like a bird, ‘whooshing’ like the wind, to get the class going
   
• Discuss traits of the noises of predators/prey. For example, Predator traits: slow, low, sudden attack, growl-like. Prey traits: quick, high, alert, repetitive signals.
   

• Record and/or perform soundscape in a school assembly
   
• Create a diagram showing the layers of the rainforest, place animals in the correct place
   
• Host a rainforest inspired competition, concert or talent show and use ticket sales to fundraise for WWF