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Teacher’s Guide Car-Sized Crabs and Other Animal Giants

by Anna Claybourne

**These notes may be reproduced free of charge for use and study within schools, but they

may not be reproduced (either in whole or in part) and offered for commercial sale**

SYNOPSIS

From car-sized crabs to gigantic giraffes this book contains fascinating information about some of the wonders of wildlife. It describes the unique features of these astounding creatures but also how they fit into the pattern of evolution, how they relate to creatures we know well, and to others we know from legend. This information text is engagingly presented and might be used as a catalyst for many discussions and creative activities with readers in middle school of 7-8 years. It will encourage young thinkers to explore how ‘all creatures large and small’ relate to each other and how fear might be a barrier to understanding the extremely interesting features of these creatures rather than the scary ones.

FROM THE EDITOR

We loved the idea of doing a book about the giants of the animal kingdom, as there's so many weird and wonderful species out there. We wanted to create a fun guide, packed with amazing facts and photos and covering everything from mammoth mammals and big birds to creepy-crawly giants. We asked Anna Claybourne to write this book as she's written many books about amazing wildlife before, and we knew she'd be the perfect person to write this for us. She was fantastic at coming up with more 'giant' suggestions and finding eye-catching photographs of all these incredible species!

AUTHOR BACKGROUND

Anna Claybourne is the author of numerous books on the natural world for young readers, including 100 Most Dangerous Things on the Planet, which was shortlisted for Blue Peter Best Book with Facts 2009, Usborne Internet-Linked Encyclopedia of Planet Earth, the Survival Skills Handbook and many more. Visit her website for more information: http://annaclaybourne.co.uk/

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THEMES

This book is a multi-disciplinary non-fiction text which might be used in relation to each of the KLAs in the curriculum. http://www.australiancurriculum.edu.au/ Examples include: ENGLISH In this curriculum area various aspects of non-fiction writing might be discussed. [See also Writing Style below.]

MATHS In this curriculum area students might study measurements by examining the relative size of these creatures.

Activity: The title of this book refers to proportions, and throughout the text the size, the height, the weight and other mathematical dimensions are mentioned. Students might compare the weight or height of some of these animals and work out their proportionate sizes in percentages.

SCIENCE In this curriculum area several sub-topics might be explored:

Biology

Activity:

This book is arranged in a teacher-friendly way by including ‘Fact Files’ for each giant creature in this book. Check out the fact file at the bottom of the page for vital statistics, interesting facts, and a size comparison so you can see how you might measure up to these incredible creatures.

Activity:

There are 42 giant creatures listed in this book, although some of them are quite small in human terms! Research some of these species and make a list of what you discover. [See BM1 Comprehension Quiz below.]

Discussion Point:

The blue whale is ‘the biggest animal on Earth. More than that, it’s the biggest animal that’s ever lived on Earth – bigger than any dinosaur discovered so far.’ (p 24) What is considered to have been the largest dinosaur and how does it compare in size?

Discussion Point:

‘The African elephant is the biggest land animal in the world.’ (p 8) Research some large animals or other creatures which are not mentioned in this book. eg Giant Anteater, Giant Panda, American Black Bear, or Walrus. See also ‘Largest Organisms’ <http://en.wikipedia.org/wiki/Largest_organisms>

Activity:

There is an international project entitled the Census of Marine Life http://www.coml.org/ which has discovered thousands of new creatures. One was a giant Spiny Lobster off Madagascar:

http://www.coml.org/discoveries/discoveries/new_species/spiny.htm Other reports include a giant starfish: ‘Giant, Unknown Animals Found off Antarctica’ March 28, 2008

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http://news.nationalgeographic.com/news/2008/03/photogalleries/Antarctica-pictures/ and giant worms: ‘Glass Tulips: Huge Worms Found in Antarctica’ February 20, 2008 <http://news.nationalgeographic.com/news/2008/02/photogalleries/Antarctica-pictures/index.html> Visit the COML website to find out more about these important discoveries.

Activity:

Research some large animals or other creatures which have become extinct such as dinosaurs. For example, there is a brief mention of the Moa (p 68) a flightless New Zealand bird. <http://en.wikipedia.org/wiki/Moa>

Discussion Point:

Nature can be even stranger than fiction, and some of the creatures imagined in science fiction novels and movies for example, often actually do exist in nature. (For example, there is a type of sea cucumber which mutates by ejecting its own internal organs, and then reconstituting itself when the threat of a predator has passed.) Discuss with students some of the ‘otherworld’ capacities of various forms of wildlife mentioned in this text, and in the resources they use to do further research.

Activity:

Visit the ‘Where in the World’ map at the end of the book (p 92) and see where these monsters come from!

Ecosystem Diversity and Biodiversity

Discussion Point:

The variety of creatures depicted in this book offers a snapshot of the immense diversity of ecological species and ecosystems throughout the world. ‘Ecosystem diversity refers to the diversity of a place at the level of ecosystems.’ <http://en.wikipedia.org/wiki/Ecosystem_diversity> ‘Biodiversity is the degree of variation of life forms within a given species, ecosystem, biome, or an entire planet. Biodiversity is a measure of the health of ecosystems. Biodiversity is in part a function of climate. In terrestrial habitats, tropical regions are typically rich whereas polar regions support fewer species.’ <http://en.wikipedia.org/wiki/Biodiversity>Discuss with students the concepts of both ecosystem diversity and biodiversity.

Activity:

Adaptation is essential to the survival of any animal or creature. For example, the Emperor Penguin survives in freezing temperatures via strategies mentioned in this text (p 70). Each of these creatures has developed some special capacity to adapt to the conditions in which it finds itself. Research these adaptive skills further.

Environmental Changes

Discussion Point:

The fact that some creatures have become extinct suggests that climate changes over many thousands of years may have been a contributor. Research the effect of major changes such as the Ice Age on the creatures of the world. Visit: ‘Climate Change’ Wikipedia <http://en.wikipedia.org/wiki/Climate_change#Sea_level_change> which offers an overview of these major shifts in the past and the present.

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Discussion Point: Introduced species also have an effect on fauna in their natural habitat. Research some of the changes in wildlife in Australia as a result of introduced species. Is there any suggestion that some creatures have become extinct or endangered due to imported species?

HUMANITY AND SOCIAL SCIENCES In this curriculum area several sub-topics might be explored:

History

Discussion Point:

The fate of the world’s creatures is intimately connected to human history. For example the dingo is said to have been introduced to Australia around 4000 years ago by Asian seafarers from the north. The seal population of southern Australia was threatened by the brutal sealing trade in the time of early white settlement. The Thylacine or Tasmanian Tiger was virtually eradicated in Australia 2000 years ago, due to competition from Indigenous humans and possibly dingoes, and survived only in Tasmania until its settlement after which it became progressively rare and was extinct by the 20th century. What historical events or trends have influenced the fate of any creature listed in this book?

Discussion Point:

Reverse this question. How have some creatures changed the course of human history? See examples such as ‘The Bugs that changed Human history’ <http://www.popularmechanics.com/science/environment/the-bugs-that-changed-human-history>

THE ARTS In this curriculum area several sub-topics might be explored:

Visual arts

Activity:

Study the pictures used in this visual text. Then invite students to choose one of the pictures in this book and create their own rendition of it in any medium (eg watercolour, oil, gouache, charcoal, collage) or style (eg abstract, super-realism, expressionist, etc.) and using any palette of colours you consider appropriate to the subject.

Discussion Point:

Consider visual perspective, foregrounding and angle in the composition of pictures in this book and how this enhances the text’s meaning.

Activity:

Create a poster supporting the protection of one of these creatures, and write some of the information you’ve discovered on it beside your image. Come up with a slogan to accompany your campaign.

Performing arts

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Activity: Invite students to write a short script about scientists discovering one of the creatures you have researched. Use humour, satire, and inventive language in the script. Cast the play and act it out for your classmates, followed by a discussion of how your interpretation of that event relates to this unit of study.

Activity:

Choose atmospheric music accompanied by sounds which might suggest those made by the creature being ‘discovered’ in this script. For example, whales make distinctive noises, but so do insects such as cicadas.

LANGUAGES In this curriculum area, the origins of scientific names for creatures might be discussed:

Activity: Research the Latin derivation for many scientific names for flora and fauna.

Activity:

In Australia the Aboriginal people had their own names for wildlife. Try to find the various Indigenous language names for a number of giant Australian creatures.

HEALTH & PE In this curriculum area, the effect of extreme or challenging conditions, pollution or environmental degradation might be discussed:

Activity: Sea creatures often swallow plastic bags discarded by fishermen or dumped by land-dwellers. Research the effect of this and other forms of environmental pollution on the general health of a particular species.

Activity:

Dredging of harbours and reclamation of land near waterways has been said to have affected the general health of fish and other marine life. Research this issue with regards to a particular area.

DESIGN AND TECHNOLOGY In this curriculum area, students might examine the design and use of technology in scientific research in this terrain: Activity:

How does design and technology assist scientists in their research? The historic international project called the ‘Marine Census of Marine Life’ ‘completed by more than 2700 scientists from 80 countries including Australia provides a global baseline against which the impact of natural and growing human threats can be measured in future …Information for the $668 million census was gathered using divers, nets, submersible vehicles, genetic tests, sonars, listening posts and satellites.’ Read more: Smith, Deborah ‘Marine census still chasing the 750,000 that got away’ <http://www.smh.com.au/environment/marine-census-still-chasing-the-750000-that-got-away-20101004-164ei.html#ixzz2JW8EeHgP> On the COML website they also have a link to technology used in their research:

<http://www.coml.org/investigating/home>

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WRITING STYLE

Narrative Perspective, Person and Point of View

Activity: This non-fiction text consists of a third person narrative by an omniscient narrator describing each of the creatures. Narrative perspective is important in conveying information. Choose an animal and write a two page factual story about that creature modeled on the style used in this book. [See also BM3 below.]

Structure Activity: The book is divided into lists of creatures arranged under five loose headings: Massive Mammals, Sea Monsters, Slithery and Slimy Giants, Big Birds, and Giant Creepy-crawlies. How else might the book have been arranged? For example, it could have been divided by theme such as Eating Habits, Adaptation to Environment etc.

Non-Fiction Writing Activity: Effective non-fiction writing is enlivened by creative fictional techniques such as using humorous or entertaining asides, for example: ‘HEEEELP! Don’t panic – the lion’s mane jelly isn’t quite as dangerous as it looks.’ (p 43) Write a sentence describing a giant creature using such humour. Discussion Point: Creative non-fiction writers also use literary devices such as similes and metaphors. Invite students to consider quotes demonstrating the creative and original use of such techniques in this text, and then to write a description of a giant animal or insect or reptile or crustacean like this example: ‘a body as big as a dustbin’ (p 40). Activity: Note that many species are named after inanimate things human beings are familiar with, which have a resemblance to that creature, such as the ‘Bootlace Worm’ or ‘Leatherback Sea Turtle’. Other examples not listed in this book include: Hammerhead Shark, Sawfish, Giant Oarfish, Giant Walking Stick (A stick insect), Giant Helicopter Damsel Fly (A Central and South American dragonfly). Have fun finding examples of such names. Then have even more fun imagining that you have just discovered a particular creature and give it a name based on such a resemblance. eg. A skipping rope snake. Discussion Point: Another technique writers use to enliven non-fiction writing is to use rhetorical language which invites questions, as does this quote about a giant octopus: ‘But of course, there isn’t really a creature like that. Is there?’ (p 36) Start a piece of non-fiction writing about a creature, using a rhetorical sentence like this one. Discussion Point: Alliteration is another technique which makes a text interesting. For example the Colossal and Giant Squid are described as being ‘Long and lanky’ and ‘Broad and bulky’ (p 38). The larvae of the Goliath Beetle is described as a ‘Monster Maggot’ (p 75). Describe an animal included in this book, using alliteration.

Uncommon or Scientific Words Activity: Discuss with students the use of a Glossary. Read the brief Glossary at the end of this book, and then write a list of any other words in the text which you did not recognise, and find a definition for each of them.

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Activity: Discuss with students the use of an Index. Read the brief Index at the back of the book. Add to this Index any words which you think should have been included in it as a guide to using the information in this book.

TEACHER ACTIVITIES/NOTES

1. Conduct a unit of study Research large creatures like those described in this book. See if you can find any other incredibly large creatures (eg animals, insects, fish, reptiles or crustaceans) which were not mentioned. Create your own scrapbook of scary monster creatures! Cut out pictures from magazines or newspapers or other sources to illustrate your collection and/or draw them yourself. 2. Seek out other resources Search out information about some of these creatures by Anna Claybourne and others. Read Fiction such as:

Queenie: One Elephant’s Story by Corinne Fenton Ill. By Peter Gouldthorpe (Walker Books, 2012);

Maui and the Bog Fish by Barbara Ker Wilson Ill. by Frané Lessac (Frances Lincoln, 2007);

Stuck by Oliver Jeffers (Philomel, 2011); For All Creatures by Glenda Millard Ill. By Rebecca Cool (Walker Books, 2011); Flotsam by David Wiesner (Clarion, 2006).

Read Non-fiction such as:

Even an Octopus Needs a Home (Holiday House, 2011) by Irene Kelly;

Even an Ostrich Needs a Nest (Holiday House, 2009) by Irene Kelly;

Down, Down, Down: A Journey to the Bottom of the Sea by Steve Jenkins (Houghton Mifflin, 2009);

What Do You Do When Something Wants To Eat You? by Steve Jenkins (Sandpiper, 2001);

Biggest, Strongest, Fastest by Steve Jenkins (Sandpiper, 1997);

The World That We Want by Kim Michele Toft (UQP, 2004);

How to Clean a Hippopotamus: A Look at Unusual Animal Partnerships by Robin Page. Ill. by Steve Jenkins (Houghton Mifflin, 2010);

The 25 Weirdest Animals in the World: Amazing Facts by IP Factly (Kindle Edition);

Animals of Africa by William Douglas (Amazon Digital Services, 2012);

Sea Creatures (Look Closer series, DK Publishing);

Birds (Look Closer series, DK Publishing);

Whales and Dolphins (Eye Wonder series, DK Publishing);

Incredible Insects Q & A (DK Publishing);

Snakes Slither and Hiss (DK Publishing);

Amazing Animals Q&A (DK Publishing). Consult websites such as:

Animal Fact Guide http://www.animalfactguide.com/

Mammals at the National Zoo – A to Z http://nationalzoo.si.edu/animals/animalindex/mammalsalpha.cfm

15 of the Largest Animals in the world http://twistedsifter.com/2012/04/15-of-the-largest-animals-in-the-world/

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‘10 of the largest insects in the World’ http://www.mnn.com/earth-matters/animals/photos/10-of-the-largest-insects-in-the-world/tarantula-hawk

Watch any video of one of these animals to give you an idea of their behavior:

Watch: David Attenborough plays with cute baby gorillas’ BBC David Attenborough’s work with Gorillas in Rwanda in 1979 is mentioned in the book on page 22-3). www.youtube.COM/WATCH?v=NeaAZ1On-w8>

4. Discuss with students the conventions observed in a debate. Then read the following quote to them: ‘The great white shark is an animal giant with a big reputation. Thanks to scary movies, books and horror stories, it’s widely regarded as a toothy terror that loves to chase and snap up swimmers, surfers and divers. But is it really such a big, bad monster?’ (p 32) Invite your students to form two teams, to research the topic further and to conduct a debate (for and against). You might like to choose other quotes from the book to research and debate as well. 5. Have fun with students creating a list of interesting ‘facts’ about these animals. eg The Leatherback Turtle: ‘They migrate long distances to feed and breed, covering as much as 16,000km in a year.’ (p 45) Make up quizzes and test each other with the knowledge you’ve gleaned from this book and other research. [See also BM1 below.] 6. This book reveals the many ways which creatures (large and small) outwit their predators. Discuss the ways in which nature equips wildlife with adaptive and protective skills. 7. Which of the creatures in this book would you most like to know more about and why? 8. Many animals have mythical associations. Some say the Rhinoceros is the source of myths about Unicorns (p 11); the Komodo Dragon (a large lizard found in Komodo and nearby islands, Indonesia) is named for its association with a Dragon, and an ancient text is quoted saying ‘here are dragons’ (p 59); the Kraken is said to be a Giant Octopus (p 36). What other mythical creatures relate to real animals? 9. Create a three dimensional model of any creature in this book. Be inventive with materials and try to achieve as lifelike a creation as possible. 10. Create a classroom display of the materials generated in this unit, and include relevant books, photographs, maps, artwork, writing, and 3D sculptures or dioramas created by your students.

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BLACKLINE MASTER 1 MONSTER COMPREHENSION QUIZ Fill in the answers by consulting the text in this book. Questions: 1. What is the biggest animal in the world? 2. What land based animal is the largest in the world? 3. The rhino is the only land animal with a …? 4. What does the name ‘Hippopotamus’ mean? 5. What is the maximum size of a Giant Flying Fox? 6. What is the biggest carnivore on land? 7. What is a cat with a lion dad and a tiger mum called? 8. Why does the Giraffe have such a long neck? 9. What does a Gorilla eat? 10. Why is the Sperm Whale’s head so large? 11. What allows Elephant Seals to swim for up to two hours underwater? 12. What are Remoras? 13. Great White Sharks kill around 10-20 or 50-100 or 500-1000 people around the world each year. Which figure is correct? 14. What is the Ocean Sunfish’s favourite food? 15. What real creature is the mythical monster ‘Kraken’ said to be based on? 16. Which creatures have the biggest eyes on earth? 17. Japanese Spider Crabs, like other crabs, have something unusual about their skeleton. 18. What is the biggest jellyfish in the world? 19. How long have Leatherback Turtles existed? 20. The crustacean Giant Isopod is a relative of a common garden creature named the …? 21. What is the longest animal on our planet? 22. The Green Anaconda is not poisonous, so why is it often considered deadly? 23. The venom from one bite of a King Cobra can kill how many people?

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24. The Saltwater Crocodile is the biggest of all …? 25. The Giant Tortoise lives in which two places? 26. The Komodo Dragon can consume ? percent of its own body weight. 27. The Chinese Giant Salamander is considered a delicacy. How is it prepared? 28. How high can a Goliath Frog jump? 29. The Andean Condor is the heaviest flying bird at ? in weight. 30. The Wandering Albatross has the biggest wing span of any bird at ? in width. 31. The Ostrich is the fastest running bird at speeds of ? 32. The Emperor Penguin of Antarctica is equipped with something special to keep warm. 33. The Giant Weta’s scientific name is ‘Deinacrida’. What does it mean? 34. The Goliath Beetle is so large and noisy that it is said to sound like what when it is in flight? 35. The huge Queen Alexandra’s Birdwing butterfly was named after a monarch of which country and at what time? 36. The frightening Asian Giant Hornet has a sting which is how long? 37. What does the female Tarantula Hawk Wasp kill for baby food? 38. The scary Goliath Bird-Eating Spider’s bite ‘isn’t …’ and they ‘don’t …’? 39. The Giant Earthworm is found in two places in the southern hemisphere: where? 40. Which is one of the bigger Giant African Land Snail species? 41. Where is Chan’s Megastick found? 42. The Robber Crab is also called what? Answers: 1. Blue Whale (pp 24-5). 2. African Elephant (pp 8-9). 3. Nose horn (p 11). 4. River Horse (p 13). 5. 1.5m wingspan (p 14).

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6. Polar Bear (p 16). 7. A Liger (p 19). 8. To reach the choicest leaves on top of trees (p 20). 9. It is vegetarian so eats leaves and greenery (p 22). 10. Because it has a head full of oil (p 27). 11. They have extra thick blood that can carry a lot of oxygen (p 29). 12. Small fish with sucker-like mouths for holding on to sharks, whales and turtles (p 31). 13. 10-20 people (p 33). 14. Jellyfish (p 34). 15. Giant Octopus (pp 36-7). 16. Colossal and Giant Squid (p 39). 17. They have an exoskeleton which means it is on the outside and they don’t have bones (p 40). 18. The Lion’s Mane Jellyfish (p 42). 19. 50 million years, predating many of the dinosaurs (p 45). 20. Woodlouse (p 46). 21. Bootlace Worm (p 48). 22. It can squeeze you to death! (p 51) 23. Up to thirty people (p 52). 24. Reptiles (p 54). 25. The Seychelles Islands in the Indian Ocean and the Galapagos Islands in the Pacific Ocean (p 56). . 26. 80 percent (p 58). 27. It is boiled and made into soup (p 61). 28. Around 3 metres (p 62). 29. Fifteen kilograms (p 64). 30. 3.7 metres (p 66).

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31. Seventy kilometres (p 68). 32. A thick layer of fat or blubber under the skin (p 70). 33. Terrible Grasshopper (p 73). 34. A helicopter (p 75). 35. The Queen of England in 1906 (p 76). 36. 6mm (p 78). 37. Tarantulas (p 81). 38. ‘Isn’t deadly to humans’ and they ‘don’t like living in human homes’ (p 82). 39. Gippsland in Victoria, Australia and South Africa (p 84). 40. The Tiger Snail (p 86). 41. Forests in Sabah, part of Malaysia on the island of Borneo (p 88). 42. It is also called the Coconut Crab because it likes coconuts (p 91).

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BLACKLINE MASTER 2 UNJUMBLE THESE NAMES

From this list, un-jumble the three word names of creatures in the table below (Note: one of these animals doesn’t appear in this book).

1st Word 2nd Word 3RD Word

1. Japanese Giant Birdwing

2. Southern Alexandra’s Salamander

3. Great Bird-Eating Fox

4. Lion’s Hawk Wasp

5. Giant Spider Bear

6. Goliath White Seal

7. Queen Black Jellyfish

8. Tarantula Mane Crab

9. Chinese Flying Spider

10. American Elephant Shark

Answers: 1. Japanese Spider Crab 2. Southern Elephant Seal 3. Great White Shark 4. Lion’s Mane Jellyfish 5. Giant Flying Fox

6. Goliath Bird-eating Spider 7. Queens Alexandra’s Birdwing 8. Tarantula Hawk Wasp 9. Chinese Giant Salamander 10. American Black Bear

Note: The animal in 2. is described using only two words (Elephant Seal) in this book. Bonus Question: Q. Which of these creatures does not appear in this book? A. American Black Bear. Bonus Question. Q. Is the image above one of the creatures described in this quiz? A. Yes. It is an Elephant Seal.

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BLACKLINE MASTER 3 STORY STARTERS

A. Invite students to begin a fictional short story with this sentence: ‘It was the biggest insect I had ever seen.’

Encourage them to be inventive with narrative perspective, voice and style. B. Lists can be a useful way to begin a factual piece of writing. Make a list of all the things which an elephant suggests to you using these and other starter sentences: The elephant is a … It looks like a … It sounds like a … When it is hungry it … When it is tied up it ... Elephants can lift … People love elephants because they… Once you have these sentences, put them together, edit them, and you have the makings of a story!

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BLACKLINE MASTER 4 ANIMAL GIANT SNAP!

Name each of these creatures. Glue this page to cardboard and cut out pictures. Make three copies of each card and you have a game of Monster Snap!

Answers: 1st Row: Elephant, Komodo Dragon, Tortoise 2nd Row: Sperm Whale, Octopus, Hippopotamus 3rd Row: Rhinoceros, Great White Shark, Ostrich 4th Row: Gorilla, Emperor Penguin, Cobra 5th Row: Giraffe, Tiger, Saltwater Crocodile