Social Studies

1. Research the geographic location of wolves in the United States today.
2. Compare the limited wolf populations today (Upper Michigan, and Alaska) with the wide distribution of wolves in the past.
3. Locate today's wolf population on a U.S. map.

1. Play the game "Who's Afraid of the Big Bad Wolf".
2. Once the children sing the tune, the wolf tries to tag them before they reach a designated goal.
3. Continue playing the game until the majority of children are tagged. (i.e., turned into wolves).

1. Make pig and wolf masks.
2. Dip newpaper strips in liquid starch.
3. Cover balloons with the dipped newpaper strips.
4. Allow the balloons to dry before cutting and painting to make them into masks.

1. Design three successive houses for the three pigs.
2. Make a straw house(Easter grass), a stick house (tongue depressors and clay), and a block house (Legos or building blocks).
3. Each house must withstand the wolf's blow (hair dryer).
4. Ask: "Which houses were the best designs?"

1. Count the number of sticks and blocks it took to build the three little pigs' houses.
2. Design the third little pig's house out of colored blocks.
3. Vary the pattern of colored blocks on each side of the house.

1. Use Project WILD activities such as "First Impression", "Bumper Stickers and Cartoons", and "Wolf Wore Shoes" to dispel myths about wolves.
2. Discuss "endangered species", and why the Timber wolf is on the list.
3. Research the efforts wildlife has taken to reintroduce wolves into the wild.
4. Invite a wildlife expert to speak to the class on wolves.

1. Play a recording of "Peter and the Wolf".
2. Try to identify the animals by the sounds the instruments the musicians use (e.g., duck/oboe).
3. Display the instruments or pictures of the instruments used in "Peter and the Wolf".
4. Match the instrument to the animal it portrays.

1. Read the fairy tale The Three Pigs. Read other wolf tales (e.g., Little Red Riding Hood, Perter and the Wolf, Lon Po Po, and The Fourth Little Pig)
2. Discuss the sterotype of the wolf (big, bad) in each story.
3. Compare sterotypes to Sciezka's The True Story of the Three Pigs.
4. Rewrite Little Red Riding Hood from the wolf's point of view.

1. Discuss the "protein" group.
2. Ask: "Where does pork come from?"
3. Give examples of food high in protein (e.g., soybeans, meats).
4. Compare the human body to a car's engine.

• The Fourth Little Pig/Celsi
• Chester the Worldly Pig/Peet
• The True Story of the Three Pigs/Sciezka
• Lon Po Po/Young

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