Grades 3-4 Born to Be Wild Saving the Majestic Tiger © IFAW/W.Poole

“Wild tigers are in trouble. Together, we can save them.” © Digitalvision –Leonardo DiCaprio Learning Objectives How to Use This Program The lessons in this program meet learningng objectivobjectivess in science, social studies, and languagee arts. AmonAmongg other program goals, students will learn life science concepts and vocabulary, practice purposeful readreading and comprehension strategies, and conduct a debate activity based on points of view from a simulated news article. See the standards charts at the end of this guide FORÏMOREÏSPECIlCÏCORRELATIONSÏ3EEÏNEXTÏPAGESÏFORÏDETAILED standards charts for grades 3-4.) Resources Key Content Pages 1 Born to Be Wild/Why Tigers Matter 2 Tigers Under Threat 3 Focus Country: India 4 Focus Country: China 5 Focus Country: Russia/Extinction Is Forever Big Cats Chart Glossary Lesson Plans & Worksheets s Lesson 1: Video Viewing/Reading Key Content s Worksheet 1: Graphic Organizer s Worksheet 2: Video Quiz s Lesson 2: Creating a Tiger Food Web s Lesson 3: Identifying Threats and Responses s Worksheet 3: Threats and Responses Chart s Lesson 4: Debating Tiger Farms s Worksheet 4: Fictitious News Article s Chart: Other Big Cats Around the World s Worksheet 5: Big Cat Comparisons Companion DVD The educational video runs for approximately 15 minutes and is appropriate for general youth audiences. The DVD also includes PDF documents of all program materials, plus supporting resources. Online s Fun animal activities, fact sheets, photos, and more: http://www.ifaw.org/discoveranimals s Global Tiger Initiative: http://www.globaltigerinitiative.org/ s International Tiger Coalition: http://www.endtigertrade.org/ s %ARNÏ9OURÏ3TRIPESÏINTERACTIVEÏEXTENSIONÏACTIVITIES  http://www.ifaw.org/animalaction

Animal Action Education Each year, the International Fund for Animal Welfare (IFAW) launches a new thematic education program Ground Rules Activity focusing on animals and the environment. Prior to discussions that may involve strong views or feelings, many teachers and students like to develop ground rules within their classrooms to promote positive Free educational materials are locally adapted for listening, respect, and sensitivity to different points of view. free distribution in 15 countries, reaching some Ask the class to pair up and answer the following question: “How do people behave 5,000,000 young people worldwide each year. All TOWARD
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of the resources for this program and others are that really matter to me?” available online at ifaw.org/education. Ask the pairs to move into groups of six and share their ideas. Have them make a list of For more information about IFAW and the Animal the behaviors that all six can understand and agree with. These may include: Action education program, email [email protected] or 1. They listen to me. 2. They don’t laugh. call 1-800-932-4329. 3. They don’t shout what I say to other people. Gather the whole class and ask each group to report their list—one behavior at a time. More copies and additional resources Check for understanding and agreement with the whole class. Only write down those available online at ifaw.org/education that everybody accepts and understands. Steer the group toward identifying clearly observable behaviors rather than broad concepts. Display the list as a means to encourage individuals to take responsibility for their actions within the group. and Lessons Young Reader Edition Born to Be Wild Saving the Majestic Tiger

Born to Be Wild: Saving the Majestic Tiger

“Wild tigers are in trouble. Together, U.S. Standards Correlation we can save them.” Lesson –Leonardo DiCaprio

Download additional copies, supporting resources, and multilingual versions online at IFAW.org/education. Young Reader—Grades 3–4 1 2 3 4 English/Language Arts 1. Reading for Perspective Students read a wide range of print and nonprint texts to build an understanding of texts, themselves, and of the cultures of the United States and the world; to acquire new information; ‡ ‡  to respond to the needs and demands of society and the workplace; and for personal fulfillment. 2. Reading Strategies Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.  ‡ ‡ 3. Research Skills Students conduct research on issues and interests by generating ideas and questions and by posing problems. They gather, evaluate, and synthesize data from a variety of sources to  ‡ ‡ ‡ communicate their discoveries in ways that suit their purpose and audience. 4. Synthesize Information Students use a variety of technological and information sources to gather and synthesize ‡ ‡ ‡ information and to create and communicate knowledge.  5. Thoughtful Expression Students use spoken, written, and visual language to accomplish their own purposes. ‡  ‡ ‡ Science 1. Science as Inquiry Students should develop: t
the abilities necessary to do scientific inquiry ‡ ‡ ‡ t understandings about scientific inquiry 2. Life Science Students should develop an understanding of: t UIF DIBSBDUFSJTUJDT PG PSHBOJTNT t PSHBOJTNT BOE FOWJSPONFOUT  ‡ ‡ t
life cycles of organisms 3. Personal and Social Perspectives Students should develop an understanding of: t DIBSBDUFSJTUJDT BOE DIBOHFT JO QPQVMBUJPOT t DIBOHFT JO FOWJSPONFOUT ‡ ‡  ‡ t
UZQFT PG SFTPVSDFT t TDJFODF BOE UFDIOPMPHZ JO MPDBM DIBMMFOHFT 4. History of Nature and Science Students should develop an understanding of science as human endeavor. 

These standards are well covered by the lesson. p These standards are touched on in the lesson. Born to Be Wild: Saving the Majestic Tiger Lesson U.S. Standards Correlation—Young Reader CONTINUED 1234 Geography 1. Environment and Society Students should understand: t
how human actions modify the physical environment t
how physical systems affect human systems  t
the changes that occur in the meaning, use, distribution, and importance of resources 2. The Uses of Geography Students should understand how to apply geography to interpret the past and the present and ‡‡‡‡ to plan for the future. Technology 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products ‡‡‡‡ and processes using technology. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, ‡‡‡ including at a distance, to support individual learning and contribute to the learning of others.  3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. ‡‡‡‡ 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve ‡ problems, and make informed decisions using appropriate digital tools and resources.  5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice ‡ legal and ethical behavior.

These standards are well covered by the lesson. p These standards are touched on in the lesson.

Sources: English/Language Arts Standards (K–12) From the International Reading Association and Geography Standards (K–12) the National Council of Teachers of English From the National Geographic Society http://www.ncte.org/standards http://www.nationalgeographic.com/xpeditions/ standards/matrix.html Science Standards (K–4) From the National Academies of Science and Project 2061 Technology Standards (K–12) (from the American Association for the Advancement of From the International Society for Technology in Education Science) http://www.iste.org/Content/NavigationMenu/NETS/ http://www.educationworld.com/standards/national/ ForStudents/2007Standards/ science/K_4.shtml NETS_for_Students_2007.htm http://www.nap.edu/catalog.php?record_id=4962 Born to Be Wild irect D hers p ra magine that you are a huge, reddish-orange g Photo y/ h cat covered in bold black stripes. You’d be a p ra tiger, of course—one of Earth’s most beautiful g and amazing animals. mith Photo S

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Every tiger has a different pattern of stripes. Em These patterns help tigers hide in © the forests and grasslands where most of them live. Tiger cubs stay with their mothers for two years For thousands of years, these big, striped or more. Other than mothers with cubs, adult tigers usually live alone. They live for 10 to 15 cats have been symbols of beauty, charm, luck, years in the wild. and power. Tigers are also important to the ecosystems—communities of plants, animals, and environments—in the places where they Why Tigers Matter live. Tigers are important meat eaters within their food webs. Protecting tigers helps to iving things. Today, g as well. There are alive in the wild dangerously close

once lived in s Asia. Now wild in small areas. hoofed animals— pigs—that are e places where e water as well as themthe hide while

aders - Key Content Page 1 Tigers Under Threat In the twentieth century, three types of tigers disappeared—or became extinct—forever: KOREA Caspian tigers, Javan tigers, and Bali tigers. CHINA A fourth type, the South China tiger, may no longer live in the wild, either. All of the INDIA surviving types of tigers are endangered, and as few as 3,000 tigers remain in the wild. Most of these are Bengal tigers. THAILAND The other kinds of wild tigers alive today are Amur (or Siberian) tigers, Indochinese tigers, MALAYSIA Estimated tiger range and Sumatran tigers. Former Current Tigers are in danger for several reasons. INDONESIA One reason is that more humans are moving into their habitats. People are replacing wild People are hunting the same animals that tigers lands with houses, roads, and farms. This is depend upon. When they cannot find wild animals forcing wild tigers to live in small “islands” to hunt, tigers may wander into villages to eat cows of habitat that are not connected—a process and other livestock. More contact with humans often called habitat fragmentation. As habitat leads to more deaths for both tigers and people. fragmentation increases, tigers have a harder time surviving. The most direct danger to wild tigers is the illegal buying and selling of their body parts. Tigers are Another problem for wild tigers is food. illegally poachedd—poisoned, trapped, and shot— because some people will pay high prices for tiger parts such as bones, skins, and meat.

Tigers are symbols of strength and courage. These same qualities make tigers into W targets for hunters and wildlife IFA

© traders. IFAW works to protect wild tigers from poaching, illegal trade, and habitat loss. Tigers in Captivity y

Thousands of tigers are kept in cages and Photolibrary

behind bars around the world. In China, tiger © farms keep about 6,000 tigers to breed them for parts and products (see page 6). In the U.S., there are between 5,000 and 10,000 captive tigers. Many are kept as pets and live in cramped and miserable conditions. These tigers cannot be released to the wild because they never learned the skills needed to survive.

Younger Readers - Key Content Page 2 Focus Country: India More wild tigers live in India than anywhere else. At the beginning of the twentieth century, about 40,000 tigers lived there. However, in 2009, as few as 1,411 tigers were left. Tiger shooting was banned in India in 1970. In 1973, the government of India started Project Tiger to save its remaining tigers. Project Tiger began by setting aside nine large forested areas as tiger reserves. By 2009, the number of tiger reserves in India had grown to 37.

Wild tigers need the right kind of habitat IFAW played an important part in bringing tigers to survive. They also need protection from back to India’s Sariska Tiger Reserve after poachers killed all of its wild tigers. IFAW has also trained and poaching. Thousands of wildlife guards now SUPPLIED
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)NDIA protect tigers from poachers in the reserves. Guards also work along India’s borders to stop than tiger habitat. It has also encouraged illegal trade in tiger parts with other countries. people to use land more wisely and to help Project Tiger has helped to protect more maintain ecosystems with many forms of life. This effort in India shows that doing good things for tigers is often good for humans and other animals as well.

The dark green on this map shows the swampy Sundarbans area where tigers live. This area is less than one meter (3.28 feet) above sea level in most places.

BANGLADESH INDIA www.babakoto.eu y

Climate Change bservator Climate change is putting the habitat of a large group O of wild tigers in danger. Sea level is rising worldwide due to ice melting and other warming effects. The

rising water threatens to flood the swampy forests Sundarbans Earth’s NASA © along India’s border with Bangladesh. If nothing changes, scientists predict that the forests there will disappear within 50 to 90 years. If the forests atellite image disappear, the tigers that live in them will vanish as s well.

Younger Readers - Key Content Page 3 Focus Country: China

Tiger cubs are separated from Experts believe that China was the birthplace of their mother early at a tiger farm in China. the world’s first tigers two million years ago. Very few, if any, wild tigers live in China today. But more than 6,000 tigers live on tiger farms there. The farms are allowed to stay open to put on tiger shows for visitors. But the owners of the farms also breed tigers and kill them to make medicines and other products. They can make a lot of money selling these products. China has had a law against buying and selling tiger parts and products since 1993. Yet people still buy and sell tiger products today. Tiger-farm owners want the law to change to allow them to sell more. They argue that people still want to buy the products. They say that it would be better for people to buy Tigers and Traditional Medicine products made from farmed tiger parts than from wild tiger In many Asian cultures, traditional beliefs say that certain tiger body parts can heal people. People parts. They claim that this will help believed that medicine made from tigers would protect wild tigers. give them strength because tigers are strong animals. But today, people who use traditional People who work to protect wild tigers medicine recognize the importance of protecting disagree. They point out that the buyers of tigers. So they have worked to find products to tiger products think wildd tiger products have replace the products made from tiger parts. stronger effects than farmed tiger products. Because of this, poachers can make a lot of Tiger-farm supporters say that tiger parts are money killing wild tigers and selling their needed for traditional medicine. However, the traditional medicine community has said parts. Tiger protection groups argue that that people should use other medicines that making it legal to sell the products will simply don’t include tiger parts. cause more poaching. The sale of any dead tiger puts wild tigers in danger. So conservation groups keep pushing for stronger laws and better law enforcement in order to reduce the use of tiger parts. IFAW

©

Younger Readers - Key Content Page 4 Tiger Cub Rescued IFAW and other groups in Russia recently helped save an orphaned wild tiger cub. The cub was fed special meals. It was trained to hunt and to keep away from humans. Six months later, it was released in a nature preserve. Most orphaned tiger cubs cannot be released after rescue; they lack skills needed to survive. IFAW supports tiger patrol The cub teams that protect the Amur was lucky tigers remaining in the Russian to have Far East. There are fewer than Fund a second 300–400 tigers left in Russia. Tiger

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Save wild. . P oole © Focus Country: Russia Amur tigers (Siberian tigers) once lived all To fix this problem, the Russian across the Russian Far East and into China government and several conservation groups and Korea. By the 1940s, they had all been created six teams of people to stop the hunted and killed except for a few in a small poaching. The results were amazing. In 1995, corner of Russia. People there worked hard only 13 tigers were poached, followed by 18 to keep tigers alive in the wild, and their in 1996. The anti-poaching teams were a huge numbers slowly grew. success. Then, in the early 1990s, something Wild tigers are still in trouble in Russia. changed. The number of these tigers started Poaching is still a challenge. However, to drop, by as many as 70 tigers per year. the anti-poaching teams and new laws are One important reason was that poaching had providing important protection for wild tigers increased in Russia. in this region. Extinction Is Forever Tigers are very close to disappearing forever if people do not work to protect them. It is encouraging that people from all the countries where tigers live are beginning to hold meetings about conserving tigers. But there is still work to do. People must cooperate to protect tiger habitat, stop poaching, and fight illegal sales of tigers and tiger parts so these M. Vorontsova

/ Every year, the city of Vladivostok in the Russian Far East holds a Tiger Day celebration. It attracts magnificent wild animals can be saved. IFAW

© thousands of people and encourages them to protect, not poach, the remaining wild tigers in Russia.

Younger Readers - Key Content Page 5 Glossary ailments*: sicknesses, injuries, or other signs of poor health black market*: a system of illegal buying and selling conference*: a meeting conservation*: the protection and careful use of something, such as a natural resource or species ecosystems: interacting communities of plants, animals, and the nonliving components of the environments in which these plants and animals live endangered: in danger of dying out completely extinct: no longer living or existing (as in a species that no longer exists on Earth) food webs: diagrams that show how energy moves between living things in an ecosystem as the living things eat one another habitat fragmentation: the process of breaking up a habitat into smaller and more disconnected patches, which often happens when humans build roads and homes, farm and log forests. keystone species*: species that strongly affect the structure and function of an ecosystem law enforcement: activities that ensure that laws are followed legalization*: the process of making some activity legal opposing: disagreeing with, or arguing against, a different viewpoint or practice poached: hunted or taken illegally smuggle: to bring materials across a border illegally tiger reserves: areas of land where tigers are protected

*These words only appear in the Advanced Reader Edition of Born to Be Wild. d ld ild

W Lesson

B Main Learning Outcomes:

o Be Wi o Be 1 t n rn Born t Bo B A. Viewing the Video B. Reading the Content Pages BBfefore/D /Diuring Vi ewi ng Bef ore/D uri ng R eadi ng 1. Help students make connections to prior knowledge by having 1. Make a copy of the graphic organizer template (Worksheet 1) them each turn to a partner and talk for a minute about what for each student. they know about tigers. 2. Choose the way to read the text that is best suited to the read- 2. Show the video straight through. ing level of students: 3. After viewing, ask students if they learned any new information t
3FBE UIF UFYU BMPVE BT TUVEFOUT GPMMPX BMPOH .PEFM GJOEJOH about tigers. the key concepts and recording them on the class graphic organizer. 4. Create a large graphic organizer on chart paper or on an over- t
1BJS HPPE SFBEFST XJUI MFTTBCMF SFBEFST )BWF UIFN SFBE head transparency. and discuss the text together, stopping as they read to write

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% Either model how to complete the graphic organizer indi- vidually or complete the group organizer together. After Reading 4. After students have read the text, use the discussion 5. Give each student a copy of Worksheet 1 - Graphic Organizer questions provided in each lesson to help students consolidate for personal use. On their graphic organizers, have students their understanding of the text. jot down any questions from their first viewing of the video. 5. Ask students to share their notes from their graphic organiz- Ask them to write one or two important facts they know FST XJUI UIF DMBTT 3FDPSE UIFJS JEFBT PO UIF HSPVQ HSBQIJD about tigers. organizer. 6. Tell students you want them to listen for key words and ideas in the video as they view it again. Have them jot these down on the graphic organizer. Vocabulary Development 7. Have students watch the video and record their ideas. 1. Word Highlights: Have students use different colors to After Viewing highlight the words on their graphic organizers that they 8. Have the students take the Video Quiz (Worksheet 2). are able to explain to a partner.  1MBDF TUVEFOUT JO TNBMM HSPVQT "TL UIFN UP EJTDVTT UIF WJEFP 2. Word Experts: Make pairs of students responsible for a using the notes they have jotted down on their individual word. They can teach the class about the word using chart graphic organizers. paper or an overhead transparency. 10.Call the groups together and have them share ideas while you record their thoughts on the large graphic organizer on chart Word: ______paper or on the transparency. Describe the word: ______Draw the word:

Adapting the Activity (for younger readers) Extending the Activity (for advanced readers) 6TF POMZ UIF HSPVQ HSBQIJD PSHBOJ[FS "T TUVEFOUT XBUDI UIF video for the second time, stop at key places and ask them Assign different pages to different groups. Ask each group to what they learned. If necessary, tell them the important facts read and discuss the pages, and record ideas on a group graphic and key vocabulary. As students share ideas, record their organizer. Encourage students to look for additional informa- responsesonse on the graphic organizer. tion about their topic in the library and in online references. Ask each group to share their understandings with the class.

Lesson 1 Born to Be Wild Worksheet 1: Reading/Viewing Guide

Name ______Date: ______

Directions: As you view the video and read or listen to information about tigers, jot down the key ideas that you want to remember. List important vocabulary words and write questions that you have.

What I Know Questions

Tigers

Key Words Key Ideas Worksheet 2: Video Quiz Born to Be Wild

Name ______Date: ______

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1. How many wild tigers are thought to exist in 6. Which of the following tiger subspecies the world today? is now extinct? ‰ a) about 3,000 ‰ a) Bengal tiger ‰ b) about 100,000 ‰ b) Caspian tiger ‰ c) about 25 million ‰ c) Amur (Siberian) tiger

2. Which adaptation makes wild tigers strong 7. Which of the following is NOT an effective swimmers? way to help wild tigers? ‰ a) flat tails ‰ a) keeping tigers on farms ‰ b) webbed feet ‰ b) educating children in schools ‰ c) glands in their paws ‰ c) supporting patrol teams in India

3. Tiger stripe patterns are unique to each 8. What are three different reasons for the individual tiger. disappearance of wild tigers? ‰ a) True ______‰ b) False ______4. How much do the heaviest adult tigers ______weigh? ‰ a) about 150 lb (68 kg) 9. Why do you think people still hunt wild ‰ b) about 600 lb (270 kg) tigers? ‰ c) about 1,000 lb (450 kg) ______5. What best describes the effect that a healthy wild tiger population has on an ecosystem? ______‰ a) A healthy wild tiger population makes ______an ecosystem less diverse because tigers eat so many other animals. 10. What are two things you can do to help ‰ b) A healthy wild tiger population has no save wild tigers? effect on an ecosystem because wild ______tigers stay away from other animals. ‰ c) A healthy wild tiger population makes ______an ecosystem more stable because wild ______

tigers are important to its web of life.

LEÏANDÏTIGERSÏLIVINGÏINÏTHEÏSAMEÏAREAÏnÏ)TSÏYOURÏDECISION
OFÏBODYÏPARTS ÏCLIMATEÏCHANGEÏEFFECTS ÏORÏCONmICTSÏBETWEENÏPEOP Answers: 1. a; 2. b; 3. a; 4. b; 5. c; 6. b; 7. a; 8. Answers may include: habitat destruction, removal or hunting of prey, poaching for the sale sale the for poaching prey, of hunting or removal destruction, habitat include: may Answers 8. a; 7. b; 6. c; 5. b; 4. a; 3. b; 2. a; 1. Answers: d ld Lesson Key Vocabulary Wi W

B Be 2 Main Learning Outcome: o Be Wil o Be B to n rn

Born to Bo B Discussion Questions

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8IZ JT JU JNQPSUBOU UP TBWF UJHFST JO XJME environments rather than in captivity? t
)PX NJHht people reduce the threats to wild tigers identified on page 3?

Creating a Tiger Food Web 4. Have each pair put its cards on a large sheet of chart After Reading (Key Content pages 1–3) paper, with any plants roughly at the bottom and the tiger near the top. Tell them to pencil arrows in the direction 
3FJOGPSDF UIF ,FZ 7PDBCVMBSZ 4BZ UIF GPMMPXJOH An of any organism that eats another one. Ask students what ecosystem is an interacting community of plants and ani- the arrows show about energy flow (flows are complex; mals and the nonliving components of the environment in most flow toward tiger). Monitor students’ progress. which they live. Food webss show how energy moves between living things within an ecosystem as they eat one another. In 5. Once students are satisfied with their food webs, have general, energy flows from producers to consumers to decom- them glue their cards to the sheets to make food-web posers. For example, plants create energy from sunlight. Deer posters. Then ask for a few teams to volunteer to present get energy by eating the plants. Wolves get energy by eating UIFJS GPPE XFCT UP UIF XIPMF HSPVQ 1SFTFOUFST TIPVME CF the deer, while owls get energy by eating mice. When wolves praised for any logical connections, but their peers should and owls die, bacteria, fungi, and scavengers return their also be encouraged to suggest revisions. nutrients to the soil for the plants to use. 6. Ask students to consider what needs to be protected to 2. Tell students that they will create food webs for a Bengal TVQQPSU B UJHFST GPPE XFC 1PJOU PVU UIBU B UJHFS GFFET tiger in India (the most common wild tiger), using infor- on various animals that in turn depend on many plants. NBUJPO GSPN UIF UFYU 1BJS TUVEFOUT XJUI EJGGFSJOH BCJMJUJFT Guide students to recognize that protecting tigers means and give each pair a set of index cards. Have them create protecting habitats and, therefore, other animals. one card for each of the following animals: tigers, deer, 
1MBDF BO JOEFY DBSE MBCFMFE iIVNBOTw BU UIF UPQ PGPOF PG wild pigs, birds, monkeys, fish, elephants, rhinos, bears the students’ webs. Ask students to share their thoughts (which tigers will roust from dens), leopards, reptiles, on how humans might also affect tiger food webs (for insects, and worms. example, by eliminating habitats, competing for their 3. The text says that tiger habitats have “dense” plants. Have foods, or hunting tigers). students add cards for plant foods that might be found in 8. Ask each student to write a brief paragraph summarizing a tiger’s food web in India, such as grasses (eaten most by what he or she learned from the activity. Encourage them deer, pigs, elephants, rhinos); flowers, fruits, berries, nuts to use effective writing techniques, such as writing a topic (birds, pigs, monkeys); and tree leaves (mostly elephants). sentence and supporting it with examples.

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)BWF TUVEFOUT XSJUF TFOUFODFT CFTJEF UIFJS GPPEXFC closer to where students live. Even in urban areas, students arrows to better explain the relationships and flow of can consider the food webs within a park—for example, con- energy between organisms consuming one another (this nections between grasses, bugs, small birds, hawks, and so on. may require research). Omit discussion of energy flows as too complex for this level. t
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*OTUFBE PG NBLJOH GPPE XFCT EJTDVTT UJHFS BEBQUBUJPOT 6TF POF PO ,FZ $POUFOU QBHF  UP TIPX UIF BEBQUBUJPOT PG UIF EJBHSBN GSPN ,FZ $POUFOU QBHF  BT B CBTF &ODPVSBHF some other animal for its environment (for example, a students to learn about and report back on the body features polar bear has thick fur and fat for the cold Arctic, broad that make wild tigers well suited to their environments. feet for spreading weight on ice, and so on). t
)BWF TUVEFOUT SFTFBSDI UIF DPODFQU PG IBCJUBU GSBHNFOUB- FOR MORE INFORMATION UJPO GSPN ,FZ $POUFOU QBHF  BOE XSJUF BCPVU IPX BO Action Tiger Conservation: animal near where they live is cut off by limited passagessage http://www.wti.org.in/publications/action-tiger.pdf between habitat areas (for example, highways cutut ofoffff wwildld- life corridors).

Lesson 2 d ld ild Lesson Key Vocabulary W Wi e Main Learning Outcomes: Be Wild Be B 3 o to n t or o B Born to Bo Discussion Questions (Key C ont ent pages 2 -5) t
8IZ EPFT UIF Buthor write that “what’s good for tigers is often good for everyone” on page 3? t
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8IZ EP DPVOUSies need to coordinate with one another to protect wild tigers? Identifying Threats and Responses After Reading (Key Content pages 2–5) 
3FWJFX UIF i5JHFST 6OEFS 5ISFBUw TFDUJPO PO QBHF  Help students find the threats to wild tigers mentioned in page, as these often tell what people are doing about the the last three paragraphs on this page (loss of habitat due threats. Allow students time to discuss their thoughts in to human population growth, lack of prey species due to pairs. Students who want to work ahead may address the hunting, poaching for sale of body parts). final column of the chart, but they are not required to do so while working in their pairs. 2. On chart paper or an overhead transparency, create a whole-group chart similar to the one shown below. 4. Have students return to the larger group. Ask for vol- unteers to say what they named as the threats to wild 3. Have students review each page that describes a focus tigers in each focus country. Encourage them to read DPVOUSZ ,FZ $POUFOU QBHFT o  6TJOH 8PSLTIFFU  BTL the supporting statements from the text. Take notes on them to work in pairs to record what the main threats are the whole-group chart in the “Threats,” “Supporting to wild tigers in each country, what sentence support their 4UBUFNFOUT wBOE i8IBU 1FPQMF "SF %PJOHw DPMVNOT conclusions, and what people are doing about the threats. Encourage them to read the captions and sidebars on each  %JTDVTT BT B XIPMF HSPVQ XIBU NPSF QFPQMF DPVME CF EPJOH UP TBWF XJME UJHFST 1SPNQU TUVEFOUT Wild Tigers—Threats and Responses to think about what governments might do, What People Are What More We what conservation groups might do, and Supporting Country Threats Doing About the Could All Do Statements what individuals might do. Write responses Threats About the Threats on the group chart. Ask students what they India themselves could do. To complete the les- China son, or as homework, ask your students to “Imagine a world without tigers” in an essay, Russia poem, story, piece of art, song, or other cre- Other ative expression.

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:PVOHFS SFBEFST DPVME SFDPSE TJNQMFS OPUFT JO UIFJS t
)BWF TUVEFOUT XPSL JOEJWJEVBMMZ XJUI B i5ISFBUT BOE charts, such as page numbers rather than quotations for 3FTQPOTFTw DIBSU 5FMM UIFN UP XSJUF TFWFSBM TFOUFODFT GPS i4VQQPSUJOH 4UBUFNFOUTw :PV NJHIU BMTP DIPPTF UP DPO- each threat they identify. duct more of the lesson as a whole-class discussion rather t
&ODPVSBHF TUVEFOUT UP DPOEVDU GVSUIFS SFTFBSDI JOUP UISFBUT than as partner work. in one of the focus countries or in a country that appears t
#SJOH B MPDBM GPDVT UP POF PG UIF UISFBUT BGGFDUJOH XJME to have tigers but is not discussed in the text (such as tigers, such as habitat loss. Ask students if they know how Malaysia). UIJT UISFBU BGGFDUT XJMEMJGF JO UIFJS BSFB 1SPWJEF UIFN XJUI BO FYBNQMF JG OFDFTTBSZ %JTDVTT XIBU QFPQMF BSF EPJOH FOR MORE INFORMATION about the threats and what more they might do. IFAW: http://www.ifaw.org/tigers t
*OTUFBE PG GPDVTJOH PO UIF UISFBUT UP XJME UJHFST GPDVT World Bank Report: Building a Future for Wild Tigers onn ththe final creative activity in this lesson (to imagine a http://www.worldbank.org/tigers worldw d wwithout tigers). Allow students more time for their creativetive responses.

Lesson 3 Born to Be Wild Worksheet 3: Threats and Responses Chart

Name ______Date: ______

Directions: Starting with page 3, write the name of each page’s focus country in the left-hand column. Then determine the threat(s) that wild tigers face in each country. Write the threats and the sentences from the text that tell you these threats. Then write what people are doing to respond and what more people could do.

Wild Tigers—Threats and Responses

What People Are Doing What More We Could All Do Country Threats Supporting Statements About the Threats About the Threats Lesson Key Vocabulary d Main Learning Outcome: Wi W 4 e Wild Be o B t Discussion Questions rn to Be o B Bor Bo yppgg outcomes that people from each side wanted from the meeting? t
%P ZPV UIJOL UIBU UIF USBEJUJPOBM $IJOFTF NFEJDJOF DPNNVOJUZ HBWF VQ UPP easily on defending its traditions? Why or why not? t
#BTFE PO UIF FOE PG UIF BSUJDMF XIZ NJHIU UIF XSJUFS UIJOL JU JT VOMJLFMZ UIBU the two sides will come to agreement soon? Debating Tiger Farms Fictional News Article Worksheet as well as they can presenting their roles, even if they do 1. Introduce the news article to students. Emphasize that this not completely agree with them. is not a real newspaper article, but that it is based on real events and real issues around tiger farming in China. Have 5. Have the student groups reread the article to find the students recall information they learned from the rest of arguments “for” and “against.” Have them choose one UIF UFYU BCPVU UJHFS GBSNJOH JO $IJOB GSPN ,FZ $POUFOU member as a note-taker who can keep a simple T-chart page 4). If they have developed graphic organizers for that for the arguments. Monitor and help the groups find previous content, have them review these now. the article’s main points for debate. Emphasize that good debaters find the main arguments for their own 
%JTDVTT UIFQIPUPHSBQIT DBQUJPOT BOE IFBEJOHT JO UIF side as well as for the other side, so they can prepare for article and ask students to predict what the article will be the other group’s arguments. If time allows, encourage BCPVU 1PJOU PVU UIBU UIF GJSTU QBSBHSBQI PG B OFXT BSUJDMF students to practice delivering their arguments. Tell the usually gives the most important information, so they reporters and moderators that they need to know both should pay special attention to this when they read. Set a sides well. purpose for reading: tell students to look carefully at what people say on either side of the tiger-farming debate. 6. Stage the “follow-up conference” in which the “for” and “against” teams present their arguments. The teams might 3. Have students read the article individually or in pairs, choose members to play the roles of the people named in EFQFOEJOH PO UIFJS BCJMJUJFT :PV DBO BMTP SFBE UIF BSUJDMF the article. Or they might choose to have each member aloud with the whole class. take 30 seconds to present parts of the team argument. After Reading 3FNJOE NPEFSBUPST UP NBLF TVSFUIF EJTDVTTJPO TUBZT respectful. Have the reporters take notes and then give a 4. 3FBE UIF GJOBM QBSBHSBQI PG UIF BSUJDMF BMPVE UP UIF XIPMF balanced “TV report” on it, without saying who “won.” class. Tell students that they will role-play a “follow-up conference” with the same sides of the debate as are repre- 7.After the debate and reports, gather the whole class again TFOUFE JO UIF BSUJDMF %JWJEF UIFDMBTT JOUP HSPVQT UIBU SFQ- to discuss what they learned about the sides in the debate, resent the “for farming” side, the “against farming side,” whether their opinions changed, and how they feel about “moderators” (explain the term, if needed), and “report- UIF JTTVFJO UIF FOE :PV NJHIU DIPPTF UP UBLF B CMJOE ers.” Assign the groups at random and ask students to do vote at this point to see how the class feels overall.

Adapting the Activity Extending the Activity (for younger readers) (for advanced readers) t
"TBO BMUFSOBUJWF UP UIF EFCBUF BDUJWJUZ IBWF ZPVOHFS SFBEFST t
)BWF TUVEFOUT XSJUF OFXTQBQFS BSUJDMFT PG UIFJS PXO read the Other Big Cats Chart and complete the Big Cat based upon the discussion they had rather than the con- Comparisons (Lesson & Worksheet 5). ference in the original text. Ask that they structure their articles by telling general information in the first para- FOR MORE INFORMATION graph and then filling in details. IFAW Special Report: ifaw.org/farmingtoextinction t
$IBMMFOHF TUVEFOUT UP XPSL JOEJWJEVBMMZ PS JO HSPVQT UP Irish Times: http://www.irishtimes.com/newspaper/ draft proposals for resolving the debate. weekend/2010/0320/1224266695473.html t
&ODPVSBHF TUVEFOUT XIP GFFM TUSPOHMZ UP XSJUF MFUUFST National Public Radio: http://www.npr.org/templates/story/ story.php?storyId=6546127 to real people and groups involved in the tiger-farming debate. Help them make their letters persuasive.

Lesson 4 This article is based on real issues and events, though the conference it describes and the people it quotes are fictitious.

NORTH INDIA

Born to Be Wild Born to Be Daily Gazette

medicine has great respect for nature. Tiger farming goes against everything we stand for. To support the use of tiger bone in medicine would harm TCM’s reputation around the world.” An estimated 800 to 1,000 tigers are born each year on tiger farms. The farm owners claim to be helping to protect tigers from extinction. “These tigers are alive because of us,” said farm owner Ho Jin. However, as Deepak Gupta, a wildlife expert in India, noted, “Because the tigers on these farms are semi-tame, they lack the survival skills to ever be released into the wild.” © IFAW/Sinopix Rows of small cages at a tiger farm in China Tiger farms in China under fire Conference session sparks heated debate on controversial facilities © IFAW NEW DELHI, INDIA — Tiger farms someday make a large profit from the A drugged tiger on a farm in China sale of tiger parts, they are pressuring were a main topic of discussion at the Asian conservationists believe that the Chinese government to lift its trade recent All-Asia Conservation confer- Chinese tiger farms are putting tigers at ban. In the meantime, they operate the ence in New Delhi, India. Conserva- further risk. Chat Khorsky, a leader in farms as tourist attractions. tionists sparred with tiger-farm investors anti-poaching efforts in the Russian Far during an all-day session. The inves- Tiger bone and other tiger products were East, asserted that captive breeding of tors, who hoped to raise support for once used in traditional Chinese medi- tigers for trade encourages poaching. tiger farming, faced fierce opposition cine, sometimes called TCM. Peng Wu, Khorsky stated, “It is much cheaper to from various critics for continuing to a farm investor, asserted, “Tiger bone fill a demand for tiger parts by shooting seek legalization of tiger-part sales. products benefit human health. For a wild tiger than by raising a captive As few as 3,000 tigers remain in the many centuries, they have relieved pain tiger. The only solution is to eliminate wild—making them one of Earth’s most for people with ailments.” the demand.” endangered animals. Meanwhile, at least However, the TCM community has While the session in New Delhi marked a 6,000 live in captivity on Chinese tiger developed alternative remedies that step forward in bringing opposing groups farms. China’s 1993 ban on trade in tiger do not use tiger ingredients. Ming Li, together for discussion, the debate is parts and products has not discouraged an expert from the World TCM Asso- likely to continue as long as tiger farms the owners of these farms. Hoping to ciation, stated, “Traditional Chinese and the desire for tiger parts exist. Worksheet 4 Other Big Cats Around the World

Cat Name Conservation Status Notes*

Born to Be Wild Born to Be Lion (Panthera leo) p
n6ULNERABLEo
ESTIMATED
 q 
LIONS
IN
!FRICA p
5SED
TO
LIVE
IN
MOST
PARTS
OF
!FRICA
NOW
FOUND
ONLY
IN
THE
SOUTHERN
Sahara Desert and parts of southern and eastern Africa p
(ISTORICALLY
FOUND
IN
!FRICA
AND
FROM
'REECE
THROUGH
-IDDLE
%AST
to northern India p

!SIATIC
LION
A
SUBSPECIES
IS
CRITICALLY
ENDANGERED
FEWER
THAN

remain in India © IFAW/D. Willetts © IFAW/D.

Jaguar (Panthera onca) p
n.EAR
4HREATENEDo
UNKNOWN
NUMBER
IN
3OUTH
!MERICA
#ENTRAL
!MERICA
SOUTHWESTERN
5NITED
3TATES p
3OUTH
!MERICAmS
LARGEST
CATS
ONCE
ROAMED
THROUGHOUT
3OUTH
AND
Central America p
4ODAY
SIGNIFICANT
NUMBERS
FOUND
ONLY
IN
REMOTE
PARTS
OF
3OUTH
AND
#ENTRAL
!MERICArPARTICULARLY
IN
!MAZON
BASIN
RARE
SIGHTINGS
NEAR
-EXICO
q53
BORDER © iStockphoto/Stephen Meese © iStockphoto/Stephen

Leopard (Panthera p
n.EAR
4HREATENEDo
UNKNOWN
NUMBER
IN
!FRICA
AND
!SIA pardus) p
.O
OTHER
WILD
CAT
HAS
SUCH
A
WIDESPREAD
RANGE
AND
DIVERSE
PREY
BASE
but leopard still under threat in many regions p
/NCE
COMMON
IN
ALL
PARTS
OF
!FRICA
EXCEPT
3AHARA
$ESERT p
.OW
GONE
FROM
MOST
PARTS
OF
NORTHERN
!FRICA
APART
FROM
A
FEW
AREAS
OF
!TLAS
-OUNTAINS
EXTREMELY
SCARCE
IN
WESTERN
!FRICA p
3OUTHEAST
!SIA
AND
)NDIA
THREATS
HUNTING
HABITAT
LOSS

© iStockphoto/Dmitry Ersler © iStockphoto/Dmitry p
3EVERAL
SUBSPECIES
ONCE
COMMON
IN
-IDDLE
%AST
NOW
ALL
BUT
EXTINCT
Korean leopard, also known as Amur leopard, extremely rare in wild

p
n6ULNERABLEo
ESTIMATED
 q 
CHEETAHS
REMAIN
IN
!FRICA
AND
)RAN p
(AS
DISAPPEARED
FROM
HUGE
AREAS
OF
HISTORIC
RANGE
STILL
OCCURS
WIDELY
but sparsely, in Africa (disappearing from 76 percent of African range) p
)N
!SIA
HAS
LOST
ALMOST
ALL
OF
VAST
HISTORIC
RANGE
WHICH
WITHIN
LAST
century extended from shores of the Mediterranean and Arabian Peninsula to northern shores of Caspian and Aral Seas and west into central India Cheetah p
!SIATIC
CHEETAH
NOW
KNOWN
TO
SURVIVE
ONLY
IN
)RAN (Acinonyx jubatus) © IFAW/D. Willetts © IFAW/D.

p
n%NDANGEREDo
ABOUT
 q 
SNOW
LEOPARDS
IN
THE
WILD
WORLDWIDE p
2ANGE
NOW
RESTRICTED
TO
HIGH
MOUNTAINS
OF
#ENTRAL
!SIA p
2EQUIRE
LARGE
LOW DENSITY
HABITATS p
%XPERTS
SUGGEST
SNOW
LEOPARD
POPULATION
DECLINED
AT
LEAST

PERCENT
over past two generations (16 years) © IFAW p
-AIN
THREATS
ARE
POACHING
FOR
ILLEGAL
TRADE
CONFLICT
WITH
LOCAL
PEOPLE Snow leopard p
3NOW
LEOPARD
IS
TIGERmS
CLOSEST
CAT
COUSIN (Panthera uncia)

Mountain lion, or p
n,EAST
#ONCERNo
AROUND
 
IN
.ORTH
!MERICAN
7EST
#ENTRAL
AND
Puma (Puma concolor) South America p
,ARGEST
OF
ANY
LAND BASED
MAMMAL
IN
7ESTERN
(EMISPHERE p
%LIMINATED
FROM
EASTERN
HALF
OF
.ORTH
!MERICA
WITHIN

YEARS
of first European colonization p
%NDANGERED
SUBPOPULATION
PERSISTS
IN
&LORIDA
RECORDS
OF
PUMAS
IN
NORTHEASTERN
#ANADA
AND
THE
EASTERN
53
RISING p
&LORIDA
PANTHER
A
SUBSPECIES
CRITICALLY
ENDANGERED
FEWER
THAN

remain © iStockphoto/Andrea Poole © iStockphoto/Andrea *Conservation status according to the IUCN Red List of Threatened Species. See www.iucnredlist.org for more. Lesson 5 Born to Be Wild Worksheet 5: Big Cat Comparisons

Name ______Date: ______

Directions:
2EVIEW
THE
CHART
n"IG
#ATS
!ROUND
THE
7ORLDo
#HOOSE
TWO
BIG
CATS
THAT
YOU
WANT
TO
COMPARE
5SE
THE
QUESTIONS
BELOW
to guide your thinking (you may also think of other things to compare). List similarities between cats where their boxes overlap. List differences in the outer parts of the boxes. p
7HERE
DOES
EACH
CAT
LIVE
p
7HAT
DOES
EACH
CAT
LOOK
LIKE
p
7HAT
IS
EACH
CATmS
CONSERVATION
STATUS
Cat #2: ______

Cat #1: Both Cats ______