Fur & Feather Stand Together
Fur & Feather Stand Together

 Let’s get teaching…

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Teaching Tools

If you’re a teacher looking for your next steps, you’re in the right place! To help get you started, we’ve developed a set of book discussion questions to help you transition into some fantastic, common-core aligned curriculum from the World Wildlife Fund, Alliance for Climate Education, and National Wildlife Federation.

 
 

Book Discussion Questions #1

For those who are just learning about climate change/are passionate about animals:

  1. Why do you think there was a crack in the ice at the beginning of the story?

  2. What are some different animals you saw who were affected by the earth getting warmer and the climate changing? What do you think we can do to help them?

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Relevant Common Core Curriculum

  1. WWF Wild Classroom - Polar Bear Toolkit

    • Climate Trackers (60-90 mins) - Students will gain an understanding of how much is affected when climate is altered, both in their own environment and society and in the Arctic, by observing patterns and creating climate timelines.

      • Common Core Standards:

        • Next Generation Science Standards (Weather and Climate)

        • C3 Framework for Social Studies State Standards (Maps and Culture)

    • What’s the Connection? (45-60 mins) - Through cause-and-effect modeling, students will learn how their daily uses of energy are connected to the future of polar bears.

      • Common Core Standards

        • Next Generation Science Standards (Earth and Human Activity, Energy)

        • C3 Framework for Social Studies State Standards (Ecological Choices, Natural Resources)

  2. WWF Wild Classroom Tiger Toolkit

    • The Missing Piece - In this hands-on science activity, students participate in a fun engineering challenge to learn about the problems forest ecosystems are faced with when they lose one of their star players—the tiger. By using team-building skills and inquiry-based techniques, students will gain insight into the interconnectivity of natural systems.

      • Common Core Standards

        • Next Generation Science Standards: (Engineering Design, Biological Evolution, Ecosystems)

  3. National Wildlife Federation - Climate Classroom

    • Polar Bears - Polar bears live only in the Arctic and as the sea ice continues to melt, the polar bears’ primary habitat becomes more threatened. Polar bears are incredibly specialized hunters that have adapted to life in the Arctic environment. The sea ice is their hunting grounds, and they depend on it for survival.

      • This guide’s activities are designed for grades 3-5, with extensions for younger and older students. These activities meet national standards for English/Language Arts, Science, Social Studies, and Visual Arts.

    • Puffins and Seabirds - As sea temperatures rise scientists have recorded a decline in puffin and sea bird populations. Like the many migratory birds that have had to literally shift their way of life, the puffin is finding it more difficult to find its major food sources, fish.  Fish populations are displaced as ocean temperatures warm, causing mismatches in prey-and-predator relationships and shortages in the abundance of herring, their primary food staple.

      • This guide’s activities are designed for grades 3-5, with extensions for younger and older students. These activities meet national standards for English/Language Arts, Science, Social Studies, and Visual Arts.

      • Curriculum Goals

        • Identify the sea and coastal regions of the Northern Hemisphere and the Arctic region and

          some of their key geographic features on a globe and a world map.

        • Compare ways information is presented on globes and maps.

        • Record and discuss prior knowledge and perceptions of coastal regions and the Arctic.

Book Discussion Questions #2

For those who have heard of “global warming” or “climate change” and are interested in learning more about the science:

  1. What were the different ways you saw climate change impacting animals in different parts of the world? Are there other ways you think animals and people around the globe might be affected?

  2. What do you think causes climate change?

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Book Discussion Questions #3

Making the connection between environmental justice, social justice, and racial justice

  1. “So Nook and Penny chose a spot and wouldn’t be moved off it, till those in charge put birds and bears before their greed and profit?” What do these lines mean to you? Who are the “greedy” people in this scene, and why do you think they are acting this way?

  2. “It’s those on earth the least to blame who feel the heat the most?” Who are the people who are least to blame for climate change? Are there people who are the most to blame?

Relevant Common Core Curriculum/Videos

  1. Alliance for Climate Education - Our Climate, Our Future