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Our next step is to use books and iPads to find pictures of wolves to see what they look like. 

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Our next step is to use books and iPads to find pictures of wolves to see what they look like. 

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I then aim to elicit more questions about wolves, for instance where they live and what they eat.

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We talked together about what they thought it might look like in terms of eyes, mouth, ears, legs, etc. feedback wasn't given on either accurate or inaccurate ideas, such as "I think it has ten legs."

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It interested me that the children all had different ideas on what a wolf looked like. Most of them had only seen the wolf in story books which is often a humanised character.

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After discussing  this scene as a whole class the general consensus was that it was a wolf.  The children said they thought this because of the scratches and the fur. 

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After discussing  this scene as a whole class the general consensus was that it was a wolf.  The children said they thought this because of the scratches and the fur. 

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There was great excitement and the children talked either individually or in pairs for less confident speakers about their thoughts on what they had seen.   Some made links to the previous topic and talked about the wolf straight away

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There was great excitement and the children talked either individually or in pairs for less confident speakers about their thoughts on what they had seen.   Some made links to the previous topic and talked about the wolf straight away

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Following on from our Once Upon a Time topic we  created a scenario outside for the children to discover when they returned after half-term.

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Monday morning:  Mysterious footprints spotted in the playground, along with grey fur and disturbed undergrowth...

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Monday morning:  Mysterious footprints spotted in the playground, along with grey fur and disturbed undergrowth...