Wolf language and communication

Explore how wolves use their voices, body language and odour to talk to one another

This primary resource introduces children to the concept of language among other species; in this case, the wolf. Discover how wolves use their voices, body language and odour to talk to one another. Why do wolves howl? What does it mean when wolves’ ears are low? Why do wolves need to talk to one another at all?

Pupils will learn about how wolves can live successfully in the wolf pack by understanding their secret language in our National Geographic Kids’ English primary resource sheet.

The teaching resource can be used in study group tasks for thinking about (and comparing) human and animal communication, as a printed handout for each pupil to review and annotate, or for display on the interactive whiteboard using the information and images included in the resource for class discussion.

Activity: Ask children to draw up a table, with one column for humans, and one column for wolves, and compare methods of communication. They could divide the table into rows such as: body language, tone of voice, gestures, etc. Pupils could discuss whether we can ever really know what wolves are saying to each other. Give reasons for their answers. They could use different coloured highlighter pens to highlight the information they believe to be proven fact, and that which they believe to be speculation or opinion.

N.B. The following information for mapping the resource documents to the school curriculum is specifically tailored to the English National Curriculum and Scottish Curriculum for Excellence. We are currently working to bring specifically tailored curriculum resource links for our other territories; including South Africa, Australia and New Zealand. If you have any queries about our upcoming curriculum resource links, please email: schools@ngkids.co.uk

This English primary resource assists with teaching the following Key Stage 1 English (Year 1) objectives from the National Curriculum:

Pupils should be taught to:

use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas

Pupils should be taught to: develop pleasure in reading, motivation to read, vocabulary and understanding by:

being encouraged to link what they read or hear read to their own experiences

National Curriculum Lower Key Stage 2 English (Year 3 & 4) objective:

Pupils should be taught to: participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.

National Curriculum Upper Key Stage 2 English (Year 5 & 6) objective:

Pupils should be taught to: retrieve, record and present information from non-fiction

This English primary resource assists with teaching the following Literacy and English Early level objectives from the Scottish Curriculum for Excellence:

Within real and imaginary situations, I share experiences and feelings, ideas and information in a way that communicates my message.

Scottish Curriculum for Excellence First level Literacy and English objectives:

I am exploring how pace, gesture, expression, emphasis and choice of words are used to engage others, and I can use what I learn.

To help me develop an informed view, I am learning to recognise the difference between fact and opinion.

Scottish Curriculum for Excellence Second level Literacy and English objectives:

I can recognise how the features of spoken language can help in communication, and I can use what I learn.

I can recognise different features of my own and others’ spoken language.

To help me develop an informed view, I can distinguish fact from opinion, and I am learning to recognise when my sources try to influence me and how useful these are.