Infusion of Literacy into the Science Curriculum Book Information: Title: Author: Publisher: Copyright Year ISBN #: Summary: Availability: Can We Save The Tiger Martin Jenkins Candlewick Press 2011 978-0763649098 From big, beautiful tigers to the lowly partula snail, the stunning illustrations in this album of endangered species accompany a familiar message: Human actions change the world in ways that affect many other species. Jenkins addresses readers directly, beginning by describing some extinct animals, but, unusually, he goes on to offer positive examples of once-threatened animals that have now recovered. He points out the complexity of conservation problems in the face of human needs. Close-up, highly detailed oil-and-pencil illustrations by an exceptionally talented natural-history illustrator bring 28 different animals right into readers' laps. The oversized volume, with its generous white space and varied typefaces, can easily be shared with a group as well. Along with the conversational narrative introduction, each animal is identified with its Latin name and other important facts. At the end, suggestions for further Web research and a concept index is illustrated with a picture of a rare orchid, reminding readers that the problem is not limited to the animal world. Arlington Central Library; Amazon for purchase How can the book content be infused into the science curriculum? Grade Level Strands K-2 Life Processes, Living Systems, Earth Patterns, Cycles and Change Kindergarten Life Processes K.6 The student will investigate and understand the differences between living organisms and nonliving objects. Key concepts include a) all things can be classified as living or nonliving; and b) living organisms have certain characteristics that distinguish them from nonliving objects including growth, movement, response to the environment, having offspring, and the need for food, air, and water. K.7 The student will investigate and understand basic needs and life processes of plants and animals. Key concepts include a) animals need adequate food, water, shelter, air, and space to survive; d) offspring of plants and animals are similar but not identical to their parents or to one another. Earth Patterns, Cycles, and Change K.9 The student will investigate and understand that there are simple repeating patterns in his/her daily life. Key concepts include c) animal and plant growth Grade 1 Life Processes 1.5 The student will investigate and understand that animals, including humans, have basic needs and certain distinguishing characteristics. Key concepts include a) basic needs include adequate air, food, water, shelter, and space (habitat); b) animals, including humans, have many different physical characteristics; and c) animals can be classified according to a variety of characteristics. Earth Patterns, Cycles, and Change 1.7 The student will investigate and understand weather and seasonal changes. Key concepts include Grade 2 a) changes in temperature, light, and precipitation affect plants and animals, including humans Life Processes 2.4 The student will investigate and understand that plants and animals undergo a series of orderly changes as they mature and grow. Key concepts include a) animal life cycles; Living Systems 2.5 The student will investigate and understand that living things are part of a system. Key concepts include a) living organisms are interdependent with their living and nonliving surroundings; b) an animal’s habitat includes adequate food, water, shelter or cover, and space; c) habitats change over time due to many influences; Earth Patterns, Cycles, and Change 2.7 The student will investigate and understand that weather and seasonal changes affect plants, animals, and their surroundings. Key concepts include a) effects of weather and seasonal changes on the growth and behavior of living things; and Grade 3 Grade 4 Grade 5 Sample Activities: Grade K Crafts: Meeting the Bengal Tiger Read the book Can We Save the Tiger This craft lesson will introduce students to the Bengal tiger and tell them some interesting facts about this fascinating, endangered animal. They will develop craft skills as well as comprehension and speech skills in making a craft tiger. The Bengal tiger is a magnificent, regal animal found on the Indian subcontinent. The national animal of India, it was once found across the length and breadth of the country. Now it is endangered and is restricted to protected wildlife sanctuaries. Long the subject of folktales and songs, tigers have fascinated children and adults alike for centuries. Most studdents will love hearing about them. In this p craft tiger lesson plan, we will learn about the Bengal tiger and will make a craft tiger from cardboard and paper. Materials Toilet roll tube or any cardboard tube Thin cardboard Thin craft paper Colors - gouache, water-color or markers Glue Scissors Photographs of tigers Googly eyes Directions Take a cardboard tube. This will be the tiger's body. Paint it in orange or orange-yellow. If you want a white tiger, you can paint it white. Let the paint dry and then paint on the tiger stripes in black or a very dark brown. Refer to photographs of tigers to see how the stripes are formed. The tiger's belly will be white. If the cardboard tube is around 6 inches long, make the tiger's legs around 2.5 inches tall. To make the legs, cut a cardboard strip of 1 by 2.5 inches and fold it lengthwise into three folds. Join the open lengths together with glue so the cardboard strip now stands in a triangular tube form. Make three more legs this way. Let the glue dry and then color them with the same color used for the tiger body and add the tiger stripes. Then glue the tiger legs to the tiger body. Now make the tiger head by cutting a cardboard circle. Make the circle larger than the tube hole. Cut two small circles and stick them on the larger circle to make the tiger's ears. When seen from the front you should see the ears only as half-circles. Stick the google eyes on the large circle to make the tiger's eyes. Paint in the tiger's features. Again, refer to tiger photographs to see how a tiger's face looks like. Once the face is painted, stick the back of the circle to the hole rim of the tiger body tube. Cut a smaller cardboard circle approximately the same size as the tube rim, paint it in tiger color and stripes and glue it to close the other end of the tube. Make the tiger's tail by tight-rolling thin craft paper. Color it orange or yellow-orange and paint black rings at the end. Glue one end of the tail to the tiger's behind. Stand up the tiger and add a bit more paint here and there if required. Your preschool craft tiger is ready to roar. Activities Tell the preschoolers about the Bengal tiger. You might talk about: Where does the Bengal tiger live? On the Indian subcontinent - this includes India, Bangladesh, Nepal, Bhutan and Myanmar. In what kinds of habitats do Bengal tigers live? In tropical and subtropical rain forests, deciduous forests, scrub forests, mangroves and grasslands. How do its color and stripes help it with camouflage in its habitat? They help the tiger to meld with grasses and tree shadows. What does it eat? The Bengal tiger is a carnivorous animal. It hunts other animals like deer, buffalo, boars, hares, birds, etc. Does the Bengal tiger live with its family or alone? The Bengal tiger, in the wild, is a solitary animal. It is territorial and does not like other tigers to intrude on its chosen territory. How many cubs does it have? The Bengal tiger can have two to five cubs generally. They live with their mother until they are about 1.5 years old, by which time they are grown enough to go off on their own. How big and heavy is a Bengal tiger? Bengal tigers can measure around 240-310 cm in length and can weigh up to 235 kg. Since preschoolers won't understand these numbers, it's a good idea to show an object of comparative size and length and say, "That's how big a tiger is." What kind of a noise does a Bengal tiger make? The Bengal tiger roars and so loudly it can be heard at least two miles away. Who is a Bengal tiger related to? The Bengal tiger is related to domestic cats, lions, panthers and leopards. Extension Activities Take the preschoolers to a zoo to see a real Bengal tiger. You might ask the tiger caretaker at the zoo, if he or she has the time, to talk to the preschoolers about the tiger. Where it came from, how old it is, what it likes or dislikes, what it does daily, what it eats and so on. Look at photographs of tigers. Grade 3 The Tiger in Indian History AIM: To help the children understand that through Indian history, the tiger has been associated with beauty, power and strength in the subcontinent. OBJECTIVE: To provide children with a feel of the shifting fortunes of tigers and how they have now come perilously close to the brink of extinction. INTRO: Discuss the national symbols of the country expanding on why the tiger was chosen as India’s national animal. CONTENT: The Indus Valley Civilisation 3,200-1600 B.C: Though largely agricultural the Harappans lived at a time when the Indus Valley was thick with forests. This fact is confirmed by their many seals, which depicted rhinos, elephants and tigers. 254 B.C: Although the exact dates of Asoka’s life are a matter of dispute among scholars, he was born around 304 B.C. and became the third king of the Mauryan dynasty in 254 B.C. after the death of his father, Bindusara. His given name was Asoka but he assumed the title Devanampiya Piyadasi which means “Beloved-of-the-Gods, He Who Looks On With Affection.” During his reign, the state had a responsibility not just to protect and promote the welfare of its people but also its wildlife. Hunting certain species of wild animals was banned, forest and wildlife reserves were established and cruelty to domestic and wild animals was prohibited. The Moghul Period 1526-1857: The attachment of the Moghuls to nature stemmed largely from their ‘scientific’ interest. Most of the great Moghul emperors were keen naturalists who were known for their detailed observations of fauna and flora and their love of the hunt. Tipu Sultan 1750-1799: Totally fascinated by the tiger, Tipu Sultan dressed his men in tiger jackets and decorated his personal possessions with tiger designs and stripes. He used to say that he would like to live two days like a tiger, rather than 200 years like a lamb! He was born in Devanhalli, Karnataka. His father, Hyder Ali, appointed himself as the Muslim ruler of Mysore around 1761. From his childhood Tipu travelled with his father on military campaigns, fighting in the First and Second History Lesson Plan Mysore Wars. Tipu Sultan became the ruler of Mysore when his father died in 1782. The British Rule: The tiger was almost wiped out thanks to shikar. Indian royals competed with the British to kill tigers, adding to its trauma. 1947: After Independence, thousands of Indians began to exercise their ‘right’ to shoot tigers, which was earlier a privilege enjoyed only by the British or Royalty. This brought the tiger to the very brink of extinction. 1969: The tiger was listed as a species in grave danger. 1970: Tiger shikar was totally banned. 1972: On April 10, a representative of the World Wildlife Fund, Guy Mountfort met the Prime Minister, Mrs. Indira Gandhi to ask for help to save the tiger. She became the tiger’s greatest defender. 1973: Project Tiger was launched, with Kailash Sankhala as its first Director. Initially, nine ‘Reserves’ were chosen. Today we have 27 Reserves. 1990: After being recognised as the world’s most successful nature conservation project for almost two decades, Project Tiger floundered, as it lost political support after Mrs. Gandhi’s death. 2000: The tiger is still in crisis. One tiger continues to be killed each day. 2001: Kids for Tigers, the Sanctuary Britannia Tiger Programme is launched.The tiger wins one million new young friends. METHODOLOGY: List the various qualities associated with the tiger. How many tigers are left in India (around 2,000)? Why is India called the ‘land of the tiger’? Use the time line to make a chart of the history of the tiger, starting with the tiger in mythology (mentioned in the Vedas, Mahabharata and Ramayana). Indus Valley civilisation depicted in seals and terracotta figures. Asoka and his understanding of living close to Nature History Lesson Plan Moghul Emperors and their love for nature. Tipu Sultan and his fascination for the tiger. How the British and their brand of fascination led to the decimation of tigers – 30,000 at the turn of the century, 2,000+ today. The tiger is declared India’s national animal. Project Tiger is launched. Re-emphasise how the tiger represents the safety of all of natural India. List highlights of Kids for Tigers and how kids can make a difference. BLACKBOARD: Write down the url www.kidsfortigers.orgm Draw a tiger time-line. Ask kids to turn the timeline into an illustrated project. EVALUATION: Why do you think the Tiger played such a significant role through Indian history? m Why are conditions for the tiger so different today? ACTIVITIES: Make a colourful Tiger Timeline Chart for the Tiger Notice Board. History Lesson Plan