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/Antarcticapictures/ and giant worms: ‘Glass Tulips: Huge Worms Found in Antarctica’ February
20, 2008
<http://news.nationalgeographic.com/news/2008/02/photogalleries/Antarcticapictures/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-changedhuman-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 landdwellers. 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-750000that-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 Creepycrawlies. 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-inthe-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
1. Japanese
2. Southern
3. Great
4. Lion’s
5. Giant
6. Goliath
7. Queen
8. Tarantula
9. Chinese
10. American
2nd Word
Giant
Alexandra’s
Bird-Eating
Hawk
Spider
White
Black
Mane
Flying
Elephant
3RD Word
Birdwing
Salamander
Fox
Wasp
Bear
Seal
Jellyfish
Crab
Spider
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.
A.
Which of these creatures does not appear in this book?
American Black Bear.
Bonus Question. Q.
A.
Is the image above one of the creatures described in this quiz?
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
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