TEACHER NOTESAims

To learn some basic information about tigers and write some tiger stories.

Objectives

• To enjoy sharing some tiger stories and find out some facts about tigers.

• To use storyboarding to create some group tiger stories.

Useful links

http://www.wwf.org.uk/wildlife/tigers/

Timing indicator

Core activity: 40 mins

Extension activity: 40 mins

Resources

• Tiger Skin Rug/The Tiger Who Came to Tea

• Paper plates

• Pencils

• Storyboard frame

Tiger tales

Introduction

Read one of the suggested stories about a tiger and discuss it. For example with The Tiger Who Came to Tea discuss:

• Can tigers really live with humans?

• Can they really come to tea?

Look at a photograph of a tiger and discuss its features – fur, pattern, eyes, whiskers, tail.

Show the children where tigers come from using a globe or map. The tiger we usually see is the Bengal tiger found in India, Nepal, Bhutan and Bangladesh. Other species live in Malaysia, China and Russia.

• Tigers are an endangered species which means there aren’t many of them in the wild and they are protected.

Development

• Split the class into small groups and ask each group to make up a tiger story. It might be set in India like the Tiger

Skin Rug or nearer to home, but reassure the children there are no wild tigers in the UK. Ask the groups to act out

their tiger stories and encourage them to develop a story with a clear beginning, middle and end.

Plenary

Ask each group to act out their tiger stories and ask for constructive feedback from the other children.

Extension activity: Create a cartoon

• The children can record their tiger stories using the storyboard frame, with six sections.

• Ask them to use a mixture of drawing and writing to create their story.

We love hearing all about how schoolchildren are using our resources. You can send us pictures and comments to walktoschool@livingstreets.org.uk as well as tweeting us @livingstreets

At home activity: Create your own tiger face

• Ask the children to make a tiger mask at home using a paper plate. Make sure the plates don’t have a plastic or

shiny coating.

• Children can draw, paint or stick on their plate to create a tiger face. Add whiskers and make small cuts in the

edge of the plate to create furry cheeks. They can ask adults to help cut out eyes.

• Display the tiger masks in school or use them to present the tiger stories in assembly.

Curriculum links

England Pupils should be taught to:

Geography – Geographical skills and fieldwork

• Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the

countries, continents and oceans studied at this key stage.

Science – Animals Y1

• Identify and name a variety of common animals including fish, amphibians, reptiles, birds

and mammals.

• Identify and name a variety of common animals that are carnivores, herbivores and omnivores.

• Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds

and mammals, including pets).

Animals Y2

• Find out about and describe the basic needs of animals, including humans, for survival (water, food

and air).

Seasonal changes Y2

• Explore and compare the differences between things that are living, dead, and things that have never

been alive.

• Identify that most living things live in habitats to which they are suited and describe how different

habitats provide for the basic needs of different kinds of animals and plants, and how they depend on

each other.

• Identify and name a variety of plants and animals in their habitats, including microhabitats.

• Describe how animals obtain their food from plants and other animals, using the idea of a simple food

chain, and identify and name different sources of food.

Sciences

• Explore examples of food chains and show an appreciation of how animals and plants depend on each

other for food. SCN 1-02a • By investigating the lifecycles of plants and animals, recognise the different stages of their

development. SCN 2-14a

Expressive arts

• Inspired by a range of stimuli, express and communicate ideas, thoughts and feelings through drama.

EXA 0-13a / EXA 1-13a / EXA 2-13a • Respond to the experience of drama by discussing my thoughts and feelings. Give and accept

constructive comment on their own and others’ work. EXA 0-15a / EXA 1-15a / EXA 2-15a / EXA 3-15a

Scotland