So, what makes the Amazon so amazing?

Yet another virtual multi-schools event!


Hover over each image to view its caption.

Click on individual images to enlarge them.

Due to interest and demand, it was time to steer yet another multi-schools event; I am beginning to lose count now as to how many we have delivered to date!   On board for this week’s ‘amazing Amazon adventure’ were around 250 Key Stage 2 pupils and teachers from five schools across the UK, namely South Milford Primary School near Leeds, West Yorkshire (, Berry Hill Primary School in the Forest of Dean, Gloucestershire (, St. Paul’s C of E Primary School in Bolton, Lancashire (, Thomas Buxton Primary School in London ( and Marlbrough Road Academy in Salford, Greater Manchester ( We also welcomed Adriana’s Brazilian friend, Marcella Haddad, so that she could see how our project has evolved over time. I accessed Digimap for Schools ( and projected a map of the UK on the big screen to locate us all too; you cannot let an opportunity to enhance locational knowledge pass by!

The day took a similar format to before, with the content tweaked slightly to incorporate more recent material sent from the Kambeba indigenous community within the heart of the Amazon.

I began by sharing the learning objectives with participants, many of which linked very closely to the National Curriculum Key Stage 2 programme of study for geography and encouraged the development of critical thinking skills, as well as the format of the day.

Each class was given a name based on groups with an interest in the Amazon region, e.g. loggers; miners; conservationists; researchers; farmers/agriculturalists.

In order to ‘set the scene’, I accessed Google Earth Pro and took pupils and teachers on a virtual trip from Bristol in south west England to Manaus in Amazonas, Brazil.  I emphasised the cities, regions, countries and continents being explored at the same time too; many children seem to find it very difficult to grasp the difference between a country and a continent!  I quizzed pupils about how far they thought we had travelled and how long it might take to get there.  This also provoked discussion about the means of transport that might be used and costs involved.  I then showed part of the following movie clip so that the children gained a real insight into ‘what it is like’:

Google Earth Pro can be a powerful and engaging tool for enhancing pupils’ place and locational knowledge.

The morning session, led by myself, had a geography focus, but attempted to integrate literacy, numeracy and a degree of critical thinking too.

Firstly, we looked at the distribution of tropical rainforests.  Within their classrooms, pupils either worked in pairs or independently (whichever their teacher deemed most appropriate given the current situation and their setting).  They were asked to access Google Earth Pro, use an online atlas, such as Digimap for Schools, a hard copy of an atlas or a globe to discover the answer to the question: ‘On which continents and in which countries are tropical rainforests found?’.  Pupils were expected to write their answers around the outside of the map that they had been given.  Next, they were prompted to ‘zoom in’ on South America, Brazil and the Amazon basin to gain a ‘bird’s eye view’ of an extensive area of tropical rainforest.  Afterwards, I called upon different classes to provide answers to the above question and, again, reinforced the difference between countries and continents.

Year 4 pupils at St. Paul’s C of E Primary School identifying where tropical rainforests are found with the aid of Digimap for Schools.

Year 4 pupils at St. Paul’s C of E Primary School accessing Google Earth Pro to explore the Amazon further.

Pupils at Marlborough Road Academy making use of an atlas and digital/computer mapping to determine where tropical rainforests are found.

Working once more either in pairs or independently, pupils were given a climate graph and data for Manaus, a city located on the River Amazon in the state of Amazonas in northern Brazil.  They were requested to use these sources to help them identify or calculate answers to a number of questions on the sheet that they had been given.  After pupils had attempted all of the questions, which included identifying months with the highest and lowest temperature and precipitation and calculating the range in temperature and annual precipitation, we reconvened to share our findings.

The third activity concentrated on the tropical rainforest biome.  The children were given a short piece of text to read carefully and expected to select a word from the table to fill the gaps.  I later revealed the answers on the screen and then asked pupils, ‘What have you learnt about the tropical rainforest biome?’.  Not only were they able to recall many details, but also use subject-specific vocabulary accurately and confidently.

After a short break, pupils and teachers returned to the classroom for two further activities.  Before we embarked upon our fourth activity, I provided a little background information as to why the tropical rainforests are so important and, since we are still living in the throes of a global pandemic, shared a few facts and statistics about its status as a ‘pharmaceutical wonderland’.

Activity 4 explored deforestation within the tropical rainforest.  I showed a couple of short movie clips ( and before displaying an image on the screen and using the ‘5Ws + how? approach’ to convey some fundamental points.

Afterwards, to prevent any eco-anxiety, I projected a list of possible actions that might be taken to protect the rainforest and played a movie clip, which highlighted various viewpoints regarding deforestation (

Our final activity of the morning centred on a ‘thunk’ about the Amazon rainforest.  Working in pairs or independently, pupils viewed three images of the tropical rainforest and selected a suitable caption to go alongside each one.  Next, they were asked to consider the following options and discuss the advantages and disadvantages of each:

Option 1:             Let the indigenous people live and manage the land as they have for thousands of years.

Option 2:             Clear the land for cattle ranching.

Lively discussions ensued in each classroom, which was lovely to witness.

Subsequently, the children were asked to think deeply, philosophically and for themselves about the following ‘thunk’: What would your ‘dream’ Amazon be like?.  I emphasised that there was no right or wrong answer here.  It was suggested that they jotted down a few key words and tried to expand each of these until they had a series of bullet points or paragraph of writing.  They were then asked to share their bullet points or paragraph of writing with one or more of their peers and ponder whether their ‘dreams’ for the Amazon were very similar or different.  During a later discussion, I invited three pupils from each class to reveal what their ‘dream’ Amazon would be like.  I sincerely hope some of these become the reality for the future of the Amazon.

Pupils at Marlborough Road Academy doing a spot of ‘thunking’.

Pupils sharing their ‘dreams’ for the Amazon with a wider audience.

After lunch, we came together again virtually for the afternoon session, led by Adriana Meirelles, a Brazilian film producer and animator with first-hand experience of the Amazon, to learn about the indigenous people’s culture and lifestyle through the medium of art and design and technology.  Firstly, Adriana talked about her origins (Sao Paulo), emphasised the extent of Brazil by comparing it with the area of the UK and highlighted how diverse the country is.   The children were then asked to imagine that they were in Manaus.  Using a series of photographs, she took them into the heart of the Amazon.  Adriana explained that the rivers are seen as roads and she projected images of river boats with hammocks and many people.  She talked about some of the issues people in the Amazon face and asked the children to consider how these might relate to them.  Next, a film about riverside villages and indigenous people was screened.  Adriana explained that people live in the forest and work with nature, protecting it and living in harmony.  They have a simple life, living in communities and maintaining strong traditions.  They live extensive distances from each other.  Such traditions encourage them to meet up, have fun and help each other.  Adriana discussed the indigenous people’s philosophy in order to ensure the sustainability of the tropical rainforest; living within its limits; relating to it in an ‘affectionate’ way; ‘dreaming’ about the forest; belief about ‘forest spirits’.

Marcella Haddad, a professional photographer-journalist, had spent a day with the indigenous people in Adriana’s film and has helped her establish contact with the Kambeba indigenous community.   Adriana also shared some incredible footage and information that she has gained from her regular conversations with members of the community.

Adriana referenced some items that she had collected on a previous trip to the Amazon rainforest and demonstrated how she had used these to create her own ‘forest spirit’ and allow its character to be unveiled using her fantastic animation skills.  It was then time for pupils to be creative!  She invited the children to produce their own ‘forest spirit’ using natural artefacts (an English forest spirit, who would become friends with a Brazilian forest spirit).  Teachers were requested to take photographs of pupils’ artwork, so that they could be shared with Brazilian teachers and pupils.

Next, Adriana led a whole group discussion based around the double bubble activity, which challenged pupils to look carefully at two sets of images of the Kambeba children and youngsters within the UK respectively and identify any similarities and differences. This generated some deep and thoughtful answers from pupils.

Fifteen minutes before we were due to finish, we gathered for a period of reflection and shared our learning and experiences.  The children responded willingly, demonstrating that they had acquired much knowledge, in-depth understanding and new skills during our virtual adventure. Both pupils and teachers were asked to sum up the day in five words or a sentence or two.  Some of their ‘concluding comments’ can be viewed below:

We learned how we can use natural resources responsibly.

We have learned about climate change, traditions and the importance of nature.

We enjoyed the art, the videos, working together and having the chance to see something real that we may never get to visit.

We really enjoyed making the forest spirits.

We enjoyed the art activity because we became closer to nature.

We enjoyed learning more about the family who live in the Amazon.

We’re inspired to make a positive change!

Interesting, informative, fun, unique and exciting (bonus: adventurous).

Thanks very much, very inspiring and great tasks testing the children’s skills.

… thank you for a wonderful day.

Thanks for the inspiring day.

Just to say thanks for the workshop yesterday – the Y5 teachers were really positive about the sessions and are looking forward to the rest of their rainforest unit. 

Many thanks. It was a fantastic day and we can’t wait to do it again. You have kind of taught our whole unit so I’m ever so grateful for that!

review of the learning outcomes received plenty of thumbs up from both the pupils and teachers that had taken part.  Another thoroughly enjoyable, rewarding, if not rather exhausting day!

Later, Adriana and myself managed a Zoom call with the tribe from the Kambeba indigenous community in the heart of the Amazon to tell them about the day and share examples of pupils’ ‘dreams’, their ‘forest souls/spirits’ and their ‘concluding comments’.  The Kambeba children loved hearing about the various activities and seeing images of pupils in the UK in action in their classrooms and were very impressed by what they had created too.  So simple, yet very special and impacting.


Leave a Reply

Your email address will not be published. Required fields are marked *

This site uses Akismet to reduce spam. Learn how your comment data is processed.