TEACHER’S GUIDE

VOL. 8, NO. 11
DECEMBER 13, 2002
tfkteachers.com

TEACHING THE
COVER STORY ON:

THIS WEEK:
TIGERS
SUMMARY
SKILLS:
In the early 1900s, there were about
WRITING 100,000 tigers living in Asia. By 1999, their
numbers had shrunk to just 7,000, due to
RESPONSES p. 1 habitat loss, hunting and a decline of tiger
ANIMAL prey. Conservationists warned that tigers
would go extinct by 2000 if something
ADAPTATIONS p. 3 wasn’t done to save them. Luckily, envi-
ronmentalists are working to protect the
STANDARDS (cover story): world’s tigers. A recent report issued by
the Save the Tiger Fund shows that tiger
SCIENCE in populations have stopped shrinking.
PERSONAL and FAST FACTS
SOCIAL
• The Save the Tiger Fund was founded
PERSPECTIVES in 1995 by the National Fish and
Wildlife Foundation and ExxonMobil.
ONLINE: • The organization has contributed
Kids write about more than $10 million to tiger conser-
vation and education programs in the
their choices for U.S., Asia and Europe.
• Five tiger subspecies exist today. Amur
TFK PERSON OF or Siberian tigers live in southeastern
THE YEAR Russia, South China tigers live in south-
timeforkids.com/poy
ern China, Indochinese tigers are found
across Southeast Asia, Bengal tigers
live mainly in India and Sumatran
tigers live only on the Indonesian is-
land of Sumatra.
• In the past 70 years, Bali, Caspian and
Javan tigers have become extinct.
• Bengal tigers make up most of the
world’s wild-tiger population. There
are up to 4,500 of them.
• Amur or Siberian tigers are the largest.
Males can weigh up to 675 pounds.
• The South China tiger is the most en-
dangered tiger subspecies. Only 20 to
30 of them remain in the wild.
RESOURCES:
tfkteachers.com/animals Repro-
ducibles and activities about animals
www.5tigers.org The Save the Tiger
Fund website includes teacher resources
and ways for kids to help save the tigers.
Tiger Trail by Kay Winters (Simon &
Schuster), 2000.

GO PLACES!
NONFICTION LITERACY SKILLS
Your GO
BEFORE READING: START A DISCUSSION:
PLACES: Build Vocabulary Critical Thinking
• Use the vocabulary activity in the • Why are there few tigers in the wild?
CANADA “Tips for Teachers” section (p. 2) to in- • Why is it important to protect tigers
guide is on pp. troduce challenging words in this and other wildlife?
week’s cover story. Suggested terms to EXTEND LEARNING:
5–6. Next stop: discuss are listed in the “Power Writing Responses
CHINA! See p. 2 Words” section (p. 2). • Have students write letters to the
Anticipation/Reaction Guide prime minister of India in support of
for how you can • Ask students if they agree or disagree the country’s program to save tigers’
with the following statements. Revisit habitats. Send letters to:
subscribe. after reading to check accuracy. 1. All Mr. Atal Bihari Vajpayee
tigers live in the wild. (false) 2. Tigers Prime Minister of India
Customer Service: live in Asia and Africa. (false) 3. Mil- South Block
800-950-5954 lions of tigers exist today. (false) New Delhi, India
tfkteachers.com 


TIPS FOR TEACHERS: USING TFK® ANSWERS
COMPARE THE
Brenda Iasevoli teaches fourth grade at together. CATS (P. 4)
P.S. 128 in New York City. Here’s how she Then I have 1. tiger 2. false
uses TFK to build vocabulary and teach students 3. 12,600 4. They
are meat-eaters.
writing. study the TFK CHALLENGE
• Build Vocabulary: Before I read a TFK

D. DeMello ©Wildlife Con-

articles in- (P. 4)
article with my class, I choose five diffi- dependently, 1. Southern
2. Prospect 3. Utah
cult words from an article, divide my finding an- 4. stripes 5. Titus
class into five groups and assign each swers to the Answer: A sourpuss
group one of the words. I give each same questions. Teacher’s Guide
LIFE IN THE WILD
group a piece of chart paper and have • Write Articles: Once we’ve studied the (P. 3)
students fold it to make four squares. In structure of several TFK articles, stu- 1. Answers may in-
the top left square, students write a sen- dents attempt to write their own arti- clude: hearing, eye-
sight, smell, paws
tence using the word. In the top right, cles. Students research and write non- and legs. 2. Tigers
students write synonyms of the word. In fiction articles, or they write articles have strong legs.
3. Answers may in-
the bottom left, students draw a picture about fiction that we’re reading in clude all of the
to represent the word. In the bottom class. In both cases, students use their above. 4. tails
NEWS CLUES
right, students write the definition. Who?, What?, Where?, Why? and (P. 4)
Each group presents its word to the When? maps to take notes before they 1. C 2. B 3. Tigers
have been hunted
class. write their articles and as a checklist to and killed. 4. An-
• Identify the “5 W’s”: I use TFK articles ensure that their articles will answer swers may vary.
as models for my students’ writing. We all of the reader’s questions. Students 5. A 6. B 7. C
study the articles and identify how can read each other’s articles and look
each article answers the basic Who?, specifically for the answers to these NEWS SCOOP
What?, Where?, Why? and When? questions. If the reader can’t answer a TEACHER’S GUIDE
questions. I model this technique for question, the student-writer knows he Teacher’s Guide Editor
students when we read an article or she has some rewriting to do! Elizabeth Siris Winchester
Teacher’s Guide
Associate Editor
Jackie Wlodarczak
Art Director
Stephen Blue

Power Words GET READY TIME FOR KIDS

Teacher’s Guide
ROAMED (p. 2) traveled from place to place without a
plan or purpose
TO GO PLACES ™
Advisory Board
(News Scoop)

EXTINCT (p. 2) no longer a living species WITH TFK Greta Bouterse

Mary Carlson
POPULATIONS (p. 2) groups of people or animals living It’s not too late to sub- Anne Cave
in a certain place scribe to Go Places with Diane Crudele
Debbie Fly
HABITAT (p. 2) place where a plant or animal lives in TFK. This colorful new 8- Joyce Lackey
nature page magazine is filled Elizabeth Swartz
COMMITMENT (p. 2) promise with maps, charts and Doreen Weiss
photos. It integrates
geography, reading, math TIME FOR KIDS (ISSN 1084-0168) is pub-
lished weekly during the school year
and science, while introduc- (Sept.-May), except school holidays. $3.75
Social Studies Teacher of the Year ing students to other cultures.
per student subscription by Time Inc. Prin-
cipal Office: Time & Life Building, 1271Av-
enue of the Americas, New York, NY
Congratulations to Jean McNeely, the winner of the Get a half-year subscription 10020-1393. Ann S. Moore, Chairman,
CEO; Richard Atkinson, Treasurer; Robert
Outstanding Elementary Social Studies Teacher for just 65¢ per student and E. McCarthy, Secretary. Periodical postage
of the Year Award for 2002. TIME FOR KIDS pre- travel to China, Australia paid at New York, NY, and at additional
mailing offices. © 2002 Time Inc. All rights
sented McNeely, who teaches fifth grade at All Saints and France! reserved. Reproduction in whole or in part
without written permission is prohibited.
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that your magazine is undeliverable, we
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Comments? E-mail teachersguides@timeforkids.com



Name Date

READING A DIAGRAM

LIFE IN THE WILD

Tigers have special behaviors and body parts that help them get food, keep
safe and live in their environment. These special behaviors and body parts are
called adaptations. For example, tigers living in warm places have short coats
to help keep them cool. Tigers living in cold places have thick, shaggy coats to
help them stay warm.
Use the picture to learn about other adaptations
that help tigers survive. Then answer the questions.
TAIL Tigers use
HEARING Tigers have large, cup- their long tails to
shaped ears and very good hearing. help keep their
balance and
communicate
EYESIGHT Tigers have sharp with other tigers.
eyesight, especially at night.

SMELL Tigers have a strong

sense of smell. They use it to
hunt and recognize other tigers.

TEETH Tigers have 30 LEGS Tigers have

teeth. Many are sharp. strong legs to
help them run
CLAWS Tigers have sharp claws. and jump.
They can pull in their claws
when they walk on hard rocks.

PAWS Tigers have soft paws so they can

run quietly and catch other animals to eat.

1. Tigers are most active at night. What adaptations help tigers hunt at night?
________________________________________________________________________
2. How do you know tigers can move quickly?
________________________________________________________________________

________________________________________________________________________
3. What do tigers have to help protect them? Give one example.
________________________________________________________________________
4. What body part do tigers use to communicate with each other?
________________________________________________________________________

Just for Fun: Color the picture of the tiger.

© 2002 TIME FOR KIDS, timeforkids.com, News Scoop Edition. This page may be photocopied for use with students. • Vol. 8, No. 11 • Dec. 13, 2002


Name Date

READING FOR DETAILS

NEWS CLUES
Use this week’s cover story, “Grrreat News for Tigers,” and the map on page 2
to help you answer the questions below.

1. The author wrote this story to 5. Which sentence is not a fact

A describe what tigers look like. included in the story?

B give instructions for how to

A Tigers are more beautiful than
take care of tigers. lions.


C tell that tiger populations have

B There are five subspecies of
stopped shrinking. tigers in the world today.


D tell a fairy tale about tigers.

C By 1994, 7,000 tigers lived in
the wild in Asia.

2. What does the word “extinct”

D In India, tigers share their
mean? habitat with humans.


A living
6. Which country has the most


B no longer a living species tigers?


C smaller

A China


D bigger

B India


C Indonesia
3. Why are there so few tigers left in

the wild? Give one reason. D Russia

7. About how many South China

tigers live in the wild?


A 400–500

4. One fact about tigers that I

B 3,200–4,500
learned from reading this week’s

C 20–30
cover story is:

D 350–400

Why is it important to
le
TabTalk help save the tigers?
Write your ideas on the
back of this page. Then
share them with a family member.
© 2002 TIME FOR KIDS, timeforkids.com, News Scoop Edition. This page may be photocopied for use with students. • Vol. 8, No. 11 • Dec. 13, 2002



SOCIAL STUDIES
•Jobs: Tell students that Canada’s many
natural resources help provide jobs for its
citizens. Activity: Have students look at
the product map on pages 4 and 5 and
start a class list of jobs students think
Canadians might have. Answers may in-
clude: miners, farmers, fishermen, log-
gers and forest rangers.
•Maple Leaf: The maple leaf is a Canadian
symbol that appears on Canada’s flag and
penny. Have students research maple
trees to find out what they look like and
how they are used. Discuss: Why do coun-
tries have symbols? Why was the maple
leaf chosen as a Canadian symbol?
(Maple trees grow throughout Canada;
Canada’s aboriginal people used the sap
S C I E N C E
On June 5, Canadians celebrate Clean Air Day, which is
part of Canadian Environment Week. Discuss: Why do
Teacher ’s Guide for CANADA
RESOURCES
from maple trees as food; today, Canada • Books
produces most of the world’s maple Canada’s Maple Leaf: The Story
syrup.) What symbols represent the U.S.? of Our Flag by Ann-Maureen
Owens and Jane Yealland (Kids
•Native Americans: National Aboriginal Can Press), 1999.
Day is observed in Canada on June 21. On The Kids Book of Canada by
this day, Canadians honor the contribu- Barbara Greenwood (Kids Can
tions of Canada’s native people. Press), 1998.
Discuss: Why is this event important to A Ticket to Canada by Janice
Canadians? How would you celebrate Hamilton (Carolrhoda Books),
this day? Do we have a similar holiday in 1999.
the U.S.? • Websites
www.timeforkids.com/
•Neighbors: The U.S. and Canada share a gpcanada Take an
border and are trading partners. Discuss: interactive photojourney through
What do the U.S. and Canada have in Canada, convert U.S. dollars
common? (Answers may include: lan- into Canadian money, send a
guage, geography, foods and sports.) postcard and take a quiz.
www.canada.gc.ca/canadiana/
cdaind_e.html Explore Canada’s
symbols, geography, economy,
environment, arts and more with
resources from the Government
flag Art of Canada.

you think this day is celebrated? What is air pollution? Can Canada’s flag was created in
you see it? What causes air pollution? (Burning fossil fu- 1965. Ask students to look at
els, such as oil, coal and gasoline.) Is air pollution a glob- the Canadian flag on page 5.
al problem? Activity: Have students test for visible air Discuss: Why was a maple leaf LANGUAGE ARTS
pollution around their school with the following experi- chosen for the flag? Is the Tales from the
ment. Place students in small groups. Give two large jar maple leaf the best symbol to Shimmering
lids to each group. Tell students to write their names on represent Canada? Why or why Sky
the lid bottoms. Then have students coat the inside of the not? Activity: Have students
lids with petroleum jelly. Place the lids in different out- •Many Native
design a new Canadian flag
door places around the school. Have students observe American tales
using information from the Go
each lid daily for visible pollutants. At the end of a week seek to explain
have students discuss probable causes of the pollution Places with TFK: Canada issue.
the world around us. Challenge
found in each area. students to write their own
tales about the environment.
Story topics could include:
ANSWER KEY Why does the sun rise? Why do
Canada Map It Out (p. 5) Tale of the Great Bear (p. 7) Let’s Go Shopping (p. 8)
1. Arctic 2. Russia 3. Ottawa 4. false 1. Robin, Chickadee, Moose Answers may vary. stars seem to twinkle at night?
5. Answers may include: Arctic Ocean, Bird 2. Great Bear’s blood is on BONUS: one maple leaf pin or Why do trees lose their leaves?
Northwest Territories, British Colum- their chests. two postcards
bia, Alberta, Saskatchewan.

Go Places with TFK™—A Great Geography-Reading Adventure!

Copyright © 2001 TIME FORTo
KIDSorder with
WORLD REPORT your
EDITION News
. This page Scoop
may be subscription
photocopied for use with students.call 800-950-5954
• Volume 6 No. 13 • January 12, 2001

or visit tfkteachers.com/ordergp
Name ......................................................................................................... Date ..........................................

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What question would you ask a Canadian

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If you were to visit Canada, what is one

a brochure. On the cover, write a title

and draw a picture of Canada’s flag.
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place or thing you would like to see?

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On the back, write your name.

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Fold along the lines to create

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Why did you make this choice?

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student about his or her life?

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BONUS:
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Share what you have learned about Canada. Use your Go Places with TFK: Canada issue, books and other

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Draw a picture of one of Canada’s sites or

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Write a sentence that explains your

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Our Neighbor to the North

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resources to help you answer the questions below.

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Describe one way that Canada and the

Describe one way that Canada and the

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What is one new fact that you learned

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about how people live and work in

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U.S. are the same.

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Canada?

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Copyright © 2002 TIME FOR KIDS NEWS SCOOP EDITION. This page may be photocopied for use with students. • Volume 8, No. 11 • December 13, 2002
For more resources visit timeforkids.com/gpcanada