HANNAH GOLD
TURTLE MOON BY HANNAH GOLD AND LEVI PINFOLD: Educational Resource Pack - 4x Lesson Plans and Ideas
Explore themes of:
Suitable for: Ages 8+
• Adventures and fresh beginnings: Follow Silver’s journey as she moves to Costa Rica and begins a new chapter in her life. Explore how stepping into unfamiliar environments can lead to personal growth, friendships and challenges.
• Conservation and wildlife: Learn about the importance of protecting endangered species like the leatherback turtle, the role of wildlife sanctuaries and the impact of conservation efforts on preserving these vulnerable animals.
• Family: Join Silver and her parents as they navigate their feelings about the challenges of conception, the longing for a new addition to their family and how their Costa Rican adventure offers new perspectives on creating and nurturing life.
• Courage and problem-solving: Follow Silver and her friends as they confront danger and solve the mystery of the stolen turtle eggs. Discover how bravery, companionship and collaboration can overcome obstacles and achieve goals.
ABOUT THE BOOK
Subjects: • English • Geography • Science • Music • PSHE
Silver Trevelon’s parents aren’t happy. They haven’t been happy since the nursery they decorated started gathering cobwebs, waiting for the baby brother or sister that never came. So when Silver’s dad is invited to paint at a turtle rescue centre in Costa Rica, she hopes it’ll be just the adventure the family needs.
Under the hot tropical sun, Silver settles into life at the animal sanctuary. But when some rare leatherback turtle eggs are stolen, events take a dark and dangerous turn. Can Silver and her new friends track them down before it’s too late? It’ll mean journeying into the very heart of the jungle…
Beautifully illustrated by Levi Pinfold, TURTLE MOON takes the reader on an unforgettable adventure and celebrates the miracle of life in all its forms.
ABOUT THE AUTHOR - HANNAH GOLD
Growing up, Hannah’s biggest dream was to be a writer and she’s happy to say she’s achieved this. After studying screenwriting at university she went on to work in the London film and theatre industry before following her heart to sunnier climes. She now lives in Lincolnshire with her tortoise and her husband. Hannah is passionate about writing stories which share her love of the planet and is a proud ambassador for the Whale and Dolphin Conservation charity.
Her inspirational bestselling book, THE LAST BEAR, won The Blue Peter Book Award and the Waterstones Children’s Book Prize in 2022 and is translated into 27 languages around the world. Hannah’s second book, THE LOST WHALE, won the Edward Stanford Children’s Travel Book of the Year. FINDING BEAR - a sequel to THE LAST BEAR - was a top five children’s hardback bestseller on its release in September 2023. Her new book, TURTLE MOON, was published in the UK in September 2024. All four books are illustrated by award-winning illustrator, Levi Pinfold.
ABOUT THE ILLUSTRATOR - LEVI PINFOLD
Currently based in New South Wales, Australia, multi-award-winning artist, writer and illustrator Levi Pinfold originally graduated from Falmouth University. Levi quickly found himself on a pathway to children’s publishing as he developed his now instantly recognisable artwork style. His use of detail and talent for lyrical storytelling, alongside the stylised realism of his illustrations, proved a winning combination.
His second stand-alone picture book, BLACK DOG, was awarded the prestigious Kate Greenaway medal for excellence in children’s book illustration. Levi has turned his considerable talents to illustrating fiction for older readers, creating exquisite pieces for the 20th Anniversary House Editions of the beloved Harry Potter series and recently teaming up with Hannah Gold on her books THE LAST BEAR, THE LOST WHALE, FINDING BEAR and TURTLE MOON.
LESSON 1:
EXTRACT 1: SANCTUARY SURPRISE (from CHAPTER FOUR: A DECISION - pages 36-39) AND DISCUSSION QUESTIONS
ACTIVITY 1: WELCOME TO COSTA RICA
ACTIVITY SHEET 1: COSTA RICA RESEARCH
Objectives: Investigate and research Costa Rica, focusing on its geography, culture, wildlife and people; design a welcome guide to help Silver understand more about the country before her trip.
LESSON 2:
EXTRACT 2A: AN AVALANCHE OF NOISE (from CHAPTER SEVEN: THE RAINFORESTpages 58-59);
EXTRACT 2B: A DIFFERENT KIND OF INTENSITY (from CHAPTER ELEVEN: JUNGLE LIFE - pages 93-95) AND DISCUSSION QUESTIONS
ACTIVITY 2: RAINFOREST RHYTHMS
ACTIVITY SHEET 2: WHAT’S THAT SOUND?
Objectives: Learn about and apply different musical dynamics; use a range of instruments and body percussion to create a soundscape representing the rainforest environment described in the book.
LESSON 3:
EXTRACT 3: AN EMPTY ROOM (from CHAPTER THREE: THE NURSERY - pages 29-33) AND DISCUSSION QUESTIONS
ACTIVITY 3: RAISING AWARENESS OF FAMILIES AND FERTILITY
ACTIVITY SHEET 3: YOUR FAMILY TREE
Objectives: Gain an understanding of conception and the challenges faced when people are unable to have a baby; appreciate and celebrate different family structures by creating their own family trees.
LESSON 4:
EXTRACT 4: THE LEATHERBACK? WHAT A FUNNY NAME! (from CHAPTER THIRTEEN: TURTLE BEACH - pages 115-118) AND DISCUSSION QUESTIONS
ACTIVITY 4: OUR CONSERVATION CLASSROOM
ACTIVITY SHEET 4: MY PLEDGE TO PROTECT SEA TURTLES
Objectives: Find out about the characteristics and behaviours of sea turtles, particularly leatherback turtles; engage in conservation efforts and develop a sense of responsibility for wildlife protection.
ADDITIONAL ACTIVITIES AND INNOVATIVE IDEAS
NATIONAL CURRICULUM OBJECTIVES (KEY STAGE 2/3)
PRE-READING: COVER AND INTRODUCTORY QUESTIONS
DISCUSSION QUESTIONS:
1. Look at the cover closely. Which part do you find the most interesting and why does it stand out to you?
2. Who wrote this book? Have you read any other books by this author? If so, what did you like about them? Can you also find the illustrator’s name on the front or back cover?
3. The cover shows a character sitting on a rock looking at a turtle. Do you think the girl and the turtle have met before this moment or is this the first time they’ve seen each other? What kind of connection might exist between them? Is the turtle watching her too or just going about its business?
4. Why do you think the book is called ‘Turtle Moon’? How do you think the words ‘turtle’ and ‘moon’ could be connected in the story?
5. Where do you think the story is set?
6. Based on the cover, what do you predict could happen in the story? What clues give you this idea?
7. Does the cover make you want to read the book? Why or why not? What about it makes you feel that way?
8. If the cover could come to life, what do you think the girl and the turtle would do next?
9. Now, read the blurb (the summary) on the inside cover, as well as the extract on the back cover. What new details does it add about the story? How does it build on what you see on the cover? What additional information does it provide?
10. After looking at the cover and reading the blurb, what questions do you have about the story? Make a list of your questions and see if you can find answers when you read the book.
EXTRACT 1: SANCTUARY SURPRISE
(from CHAPTER FOUR: A DECISION – pages 36-39)
Dad gave her a distracted smile. Then he picked up the envelope and gave it a shake. ‘Quite out of the blue, I received a very interesting letter from someone who has long admired Woodland Adventure.’
Ah! So it was fan mail after all. Silver raised her eyebrows in what she hoped was a surprised look. ‘And as a consequence,’ he continued, glancing sideways at Mum, ‘I’ve been invited to paint some wildlife portraits at a turtle sanctuary. Apparently, they want to use the art to shine a spotlight on the animals they look after. It’s part of a wider fundraising project.’
‘Oh?’ said Silver. This was unexpected. ‘How would that work?’
‘It would mean taking a break,’ he said.
‘All of us. So we can go to Turtle Beach Rescue Centre together.’
‘More than a break, Jack,’ Mum added, turning her gaze to Silver. ‘It’s going to mean you taking some time off school, but don’t worry. We’ve agreed it with your teachers.’
Silver tried to speak, but all that came out was a squeak. In normal circumstances, taking time off school could only ever be a good thing. But this was not normal circumstances.
‘For how long?’
It was Mum’s turn to clear her throat. ‘Four months.’
‘FOUR MONTHS?!’ Silver’s mouth flopped open.
‘At first, I was a little taken aback too,’ Mum replied, tightening the grip on her stethoscope so hard that her knuckles turned white.
‘We wouldn’t make such a big decision if we didn’t feel you’d benefit. Just think, Silver!’ Dad said, his eyes lighting up in a way they did when he was facing a blank canvas. ‘You’ll get to see wild turtles in one of the most beautiful places on earth!’
‘Where . . . where is this turtle place?’
Dad reached behind him to the sideboard and picked up the globe he’d won in an art competition when he was twelve years old. He spun it theatrically. Time in the room seemed to slow as all three of them fixed their gaze on the revolving planet. Eventually, the globe glided to a halt.
‘Here,’ he announced.
Silver couldn’t see a thing because his finger was in the way. When he lifted it, she spotted a thin strip of land, which, like a bridge, connected the two halves of America – north and south. Dad pointed to a tiny place about three-quarters of the way down the strip.
‘Turtle Beach,’ he said, ‘is in Costa Rica.’
DISCUSSION QUESTIONS:
1. Why has Silver’s dad been invited to travel to Costa Rica?
2. Does he seem excited about the trip? Find some words or phrases in the text that show how he feels.
3. What about Silver’s mum? How does she react to this news?
4. Silver is told she will be away from school for four months. Act out how she responded to this by squeaking instead of speaking.
5. When Silver says these are not ‘normal circumstances’, what do you think she means?
6. If you were her, how would you feel about being away from school for such a long time?
7. Dad tells Silver that the turtle sanctuary is in Costa Rica. Do you know anything about this country?
8. How do you think life in Costa Rica will be different from Silver’s current home life? What new experiences might she have?
9. In what ways might the trip benefit both Silver and her family? Think about how it might help them grow.
10. What are some things Silver might need to do next to get ready and prepare for her trip to Costa Rica?
WELCOME TO COSTA RICA
• Start by reading the extract from the book where Silver discovers she will be travelling to Costa Rica with her parents.
• Ask students if they know anything about Costa Rica. For example, can they find it on a map or share any interesting facts they might have already found out? Record their range of responses on the board.
• Next, show a short, engaging video about Costa Rica that highlights its diverse landscapes, from rainforests and volcanoes to beaches and mountains. Try to find ones that include images and footage of native wildlife, such as sloths, monkeys and turtles, as well as scenes of Costa Rican culture and communities. You could use resources like National Geographic Kids or other educational channels.
• Talk with students about what they observed in the video about Costa Rica. Invite them to share their thoughts on the country’s landscape, animals and way of life.
• Refer back to the book and highlight how Silver will be moving from her home to live in Costa Rica for four months, which is a long time. Discuss how she might be feeling about this big change and some of the challenges she might face, like adjusting to a new environment and missing friends and family.
• At the same time, point out the exciting new experiences Silver will encounter, such as exploring a different country, meeting new people and discovering unique wildlife.
• Tell the class that they will research Costa Rica to create a welcome guide for Silver. This will help her prepare for her trip and to settle in smoothly when she arrives.
• Divide the class into four or five small groups and assign each one to a different research station you’ve set up. Each station will focus on a unique aspect of Costa Rica, e.g.:
• Geography: Include maps and data about its climate, major cities and geographical features.
• History: Explore its history, including key events, figures and how it has developed over time.
• Culture: Provide materials on Costa Rican festivals, foods, clothing and cultural traditions.
• Wildlife: Supply information about local animals with photos, factsheets and descriptions.
• People: Offer resources about the daily life of Costa Ricans, their languages and customs.
• Explain that students will rotate through each station in their groups, spending about 5/10 minutes at each one. They should gather key information and take notes or create sketches using the activity sheet. Once finished, regroup together to share some of the key findings they’ve learned.
• Following this, explain that students can now create a welcome guide to Costa Rica in any format they choose, such as a brochure, booklet, poster or digital presentation. Encourage them to be creative and include the key information they’ve learned, using visuals and text to make the guide both informative and engaging.
• Once the guides are complete, display them in your classroom to showcase the students’ efforts and create a learning resource for everyone. You might also choose to share the guides with another class or even the school community, giving more students the opportunity to learn about Costa Rica.
ACTIVITY SHEET 1: COSTA RICA RESEARCH
NAME:
GEOGRAPHY:
STATION
Ideas of tasks to complete:
• Location: Where is Costa Rica on the map?
• Draw a simple map of Costa Rica.
• Major Cities: Name at least three major cities.
• Geographical Features: List and describe major features (e.g. mountains, rainforests, beaches).
• Climate: What is the weather like in Costa Rica?
HISTORY:
Ideas of tasks to complete:
• Key Events: Name and describe two important historical events in Costa Rica’s history.
• Important Figures: List and describe one or two significant historical figures.
• Historical Development: Find out how Costa Rica has changed over time. Include any important milestones or developments.
WILDLIFE:
Ideas of tasks to complete:
• Animals: List at least three animals that live in Costa Rica.
• Descriptions: Describe each animal, including what they look like and where they live.
• Fun Facts: Share one interesting fact about each animal.
• Conservation Status: Find out if each animal is endangered or has special protection efforts.
DATE:
NOTES
ACTIVITY SHEET 1: COSTA RICA RESEARCH
NAME:
STATION
CULTURE:
Ideas of tasks to complete:
• Festivals: Name and describe one or two important festivals or holidays in Costa Rica.
• Food: List some popular Costa Rican foods, including what they are and what they taste like.
• Traditions: What are some common traditions or customs in Costa Rican culture?
• Music and Dance: Find out about a type of traditional music or dance from Costa Rica.
PEOPLE:
Ideas of tasks to complete:
• Daily Life: What is a typical day like for people living in Costa Rica? Describe their daily routines.
• Languages: What languages do people speak?
• Customs: What are some common customs or practices in Costa Rican culture?
• Family Life: How do families in Costa Rica typically spend time together?
DATE:
NOTES
LESSON 2
EXTRACT 2A: AN AVALANCHE OF NOISE
(from CHAPTER SEVEN: THE RAINFOREST – pages 58-59)
The centre was located about twenty minutes from the village with the only access via a rough dirt track that, running parallel to the ocean, led directly into the rainforest. With no air-con, the windows of the truck were wide open and the sound of the jungle poured into the vehicle like a living, breathing thing.
There was the dripping of water on to leaves and the chirruping of insects, but other noises too. Noises Silver had never heard in her entire life. There were howls, shrieks, bellows, screams, hoots, squawks, trills – even the occasional rumble and bellow. The deeper they drove into the rainforest, the louder it became.
Silver felt light-headed. It was like the time she’d eaten too many fizzy cola sweets at Aziza’s birthday party and her brain had exploded. Not literally, of course. It was the same now, this avalanche of noise, of colour, of smell – of all her senses popping one by one.
They wound their way further in, the trees forming a canopy so that only dappled sunlight filtered through. Very soon, the village and its few shops felt like a distant metropolis. And then the truck travelled deeper still, so deep that the light filtered out altogether.
EXTRACT
2B: A DIFFERENT KIND OF INTENSITY (from CHAPTER ELEVEN: JUNGLE LIFE – pages 93-95)
That first night, Silver got precisely three hours’ sleep. There were a number of very good reasons for this:
1. The bed was like lying on a slab of concrete.
2. Jet lag.
3. Before going to bed, she had noticed a large spider’s web coiled in the corner of the room.
4. The buzzing of mosquitos. (She had a net to cover the bed, but one had still snuck through.)
5. The unsettling feeling of being somewhere new.
But perhaps the biggest reason of all was THE NOISE.
There were no car engines, vrooming motorbikes or loud tooting of horns. The rainforest roared with a different kind of intensity. The sound of a thousand living, breathing creatures who wouldn’t shut up.
More than once, Silver jolted upright in her bed, her heart thudding wildly. What was that screech? José had warned them about the howler monkeys and how noisy they were. But what if there was a jaguar lurking outside? When she did finally doze off, the sun emerged in a flash, bringing an explosion of birdsong with it. Not the birdsong you got back home where the birds took it in polite turns to sing.
No. This was like being in the middle of a concert where they were all warbling at once.
DISCUSSION QUESTIONS:
1. In the first extract, what are some of the different sounds that Silver hears in the rainforest?
2. Can you list at least three types of animal that might make the sounds Silver hears?
3. Could the different sounds Silver hears tell us anything about how big or small the animals might be?
4. How do the sounds in the rainforest compare to the sounds you hear in your own neighbourhood or at school? Can you describe these sounds using different words?
5. What is ‘jet lag’?
6. Why do you think the author has chosen to write THE NOISE in capital letters?
7. How many hours of sleep did Silver get? What has caused her to sleep for only a short time?
8. What do you think she means when she says the rainforest roars with a ‘different kind of intensity’?
9. How do you think the sounds of the rainforest make Silver feel?
10. Have you ever been in a place where the noise was overwhelming, either too loud or too quiet?
ACTIVITY 2: RAINFOREST RHYTHMIST
• Show an image of the rainforest on the board and enhance the atmosphere by playing a rainforestthemed soundtrack in the background.
• Ask students to remain silent and listen attentively to the sounds around them.
• After a few moments, encourage them to talk with a partner and share their thoughts on the sounds they heard. Have them jot down their ideas and guesses about the sounds using the activity sheet.
• These might include: various chirps, whistles and squawks from tropical birds; the rhythmic buzzing or chirping of crickets and cicadas; growls, roars or howls from jungle animals like monkeys or jaguars; the gentle pitter-patter or heavy downpour of rain on leaves and forest floor; the soothing sound of rivers or streams running and occasional distant rumbles or crashes of thunder during storms.
• Next, read the two extracts that illustrate Silver’s challenges in coping with the unfamiliar noises of the rainforest. Talk to students about times when they have felt like Silver and found the sounds in certain places overwhelming or difficult to handle. Encourage them to share specific examples, such as the loudness of a concert, a busy city centre or even the quietness of a museum. Ask them how these affected their feelings, focus or concentration and what strategies they used to cope with the noise.
• Explain that in music, we refer to the loudness or quietness of a sound as its ‘dynamics’. Loud sounds can often make people feel excited or alert, while quiet sounds can create a sense of calm or peace. Discuss how music and songs typically include a mix of both loud and quiet sounds to build emotion.
• Provide students with a selection of instruments and work together as a class to sort them into two categories: those that are generally loud and strong and those that are usually quieter and softer. Discuss the characteristics that make each instrument fit into its category (such as how the sound is made by hitting, strumming or plucking). For example, loud instruments might include drums, trumpets, trombones and cymbals, whereas quieter ones could be the flute, violin, piano and acoustic guitar.
• After this, explain that students are going to work in groups using the instruments to create their own soundscapes of the rainforest to recreate the rich, diverse sounds of the jungle.
• Pick out some of the instruments and suggest how they could be used to copy the sounds of the rainforest, e.g. using shakers to replicate the sound of rain, hitting drums to imitate the heavy footsteps of larger animals and playing a xylophone to mimic the chirping of frogs. You might also demonstrate how to use body percussion, such as clapping, stomping or tapping to produce additional sounds.
• Allow each group to experiment with the instruments to explore different ways to create and layer sounds. After they’ve had some time, they should plan and practise their soundscape by choosing which sounds to use and how to combine them to represent various aspects of the rainforest.
• Once they are satisfied with their soundscape, have each group perform it for the class. If possible, record their performances for later listening. Following each performance, provide time for the class to discuss and give feedback on what they heard and how effectively it represented the rainforest.
ACTIVITY SHEET 2: WHAT’S THAT SOUND?
Listen carefully to the rainforest sounds. Write down the different noises you hear in the boxes below. Try to be as detailed as you can and use your imagination!
BIRD SOUNDS
LESSON 3
EXTRACT 3: AN EMPTY ROOM
(from CHAPTER THREE: THE NURSERY – pages 29-33)
Silver swallowed the hard knot in her throat and crept along the hallway. She paused briefly halfway up the stairs next to the Trevelon Family Tree, which Dad had painted on the wall so you could say goodnight to your ancestors every time you went to bed. Then she stopped outside the nursery door.
Inside, the room was a jungle. Bright emerald-green trees, leaping monkeys, rainbow parrots – even a sleepyeyed sloth. The floor-to-ceiling mural was so alive and so vibrant that sometimes Silver wished she could sleep in here.
But this wasn’t her room. It was the one that her parents had decorated over five years ago in anticipation of a new baby. At first, Silver had been a tiny bit disgruntled at the thought of someone new in the house. Especially someone who smelled of poo and cried a lot. But, over time, she had got used to the idea. Just like Aziza often cuddled her baby brother, Silver imagined cradling this tiny sibling in her arms, gazing down at their dewy eyes and feeling their little fingers curl round her thumb. And maybe, when they got older, she could show them the best way to climb trees (by not thinking too much of the top) and even get them to help with her penalty kicks. Obviously, they’d be in goal.
There was just one problem: the expected brother or sister never arrived.
Mum and Dad tried to explain things as much as they could. How babies were made. (Urgh!) Why some couples, even though they wanted a baby more than anything in the whole world, struggled to have one. And how something called IVF worked – which apparently involved making a baby in test tubes and Petri dishes, like a bizarre experiment in one of Silver’s science exams.
But other things were unexplainable, like the change in her mother. Silver could pinpoint the exact moment it had happened too. It was when the first round of IVF failed.
Mum had always been strong. You had to be to battle against all the sad things she saw every day at the vet’s. It was a special kind of strength – as if she’d coated herself in a shield of armour to let the really bad things bounce off her. But as the years passed, and the nursery grew cobwebs, Mum’s shield grew cracks. Some so deep that Silver could peer through and glimpse a mother she had never known even existed. It was like seeing a snail without its shell. Tiny and defenceless.
About then, Dad decided he wasn’t going to illustrate any more children’s books, as if it was too much of a reminder. Of something he didn’t have. And, over time, the Trevelon household, once a place of joy and laughter and colour, transformed into something quite brittle and weary and altogether grey instead.
DISCUSSION QUESTIONS:
1. What can Silver see on the walls when she goes into the nursery room? Who made the paintings?
2. Why was this room never used?
3. How do you think Silver and her parents might feel when they look at the empty nursery room and remember why it was never used?
4. Do you think the door of the room is kept closed most of the time? What might this tell readers about it?
5. Can you find a word in the text that means the same as being cross or angry?
6. Silver says that although she was a bit unhappy about the idea of having a baby brother or sister at first, she got used to it. What does this show about her character?
7. Do you have any younger siblings? How did you feel when they came into your family?
8. What is the name of the treatment Silver’s parents used to help them try to have a baby?
9. After the first round of IVF didn’t work, what did Silver notice about her mum’s mood? How did this change the way her mum behaved?
10. Following this, what did Silver’s dad also stop doing and why?
ACTIVITY 3: RAISING AWARENESS OF FAMILIES AND FERTILITY
TEACHER NOTE: This lesson covers topics such as conception and infertility. It is important to handle these subjects with care and sensitivity. Be mindful of students’ personal experiences and backgrounds, using clear, age-appropriate and inclusive language. Create a supportive classroom environment where students feel comfortable and, if necessary, notify parents or carers in advance of the lesson.
• Start the lesson by asking students whether they are only children or if they have younger or older siblings.
• Discuss the advantages and disadvantages of being an only child versus having siblings. Invite students to share their personal experiences. Ask questions such as: Do they enjoy being an only child and what are some things they like or dislike about it? If they have siblings, what do they enjoy about having brothers or sisters and what challenges do they face?
• Encourage students to listen to each other’s perspectives and reflect on how different family situations can shape their experiences. Promote awareness among students to understand and appreciate that all types of families are unique and accepted, regardless of their size, structure or how they are formed.
• Next, share the extract with the students where Silver reflects on the sibling who never arrived in her family. Talk about how her and her parents feel about this and how it has affected them.
• Explain that, just like Silver’s parents, sometimes in real life people really want to have babies but are not able to. This might be due to medical or other reasons that make it hard to have a baby (conceive).
• Introduce or recap where babies come from, focusing on the basics of conception. Use age-appropriate language to explain that babies grow from a tiny egg and sperm meeting inside a mother’s body.
• Highlight that if some people are unable to have a baby, they might choose other methods or treatments to try and become parents. These include options such as in vitro fertilisation (IVF), adoption or using a surrogate. Others may decide not to pursue having another baby at all.
• Emphasise that whatever choices people make regarding starting or growing their family are entirely personal. If we know someone in this situation, the best thing we can do is offer empathy, be supportive, and show kindness.
• Refer back to the Trevelon Family Tree in the extract from the book, which Silver describes as being displayed on the wall by the stairs in her house.
• Demonstrate how to create a family tree on the board, and if you feel comfortable, use your own family members as an example to draw it out.
• Ask students to create their own family tree, using the provided activity sheet or their own choice of materials, including digital tools if they prefer, to make their representation more personal.
• To finish, students can share their family trees with the class or a friend, using this as an opportunity to celebrate the diversity of each of their families.
ACTIVITY SHEET 3: YOUR FAMILY TREE
Use the space below to draw your family tree. You can use lines to show how everyone is connected. Start with yourself, then add your siblings, parents and any other important family members. Write the names of each family member next to their drawing and include details like ages if you’d like.
What makes your family special? Add things that show what you love about your family too!
LESSON 4
EXTRACT 4: THE LEATHERBACK? WHAT A FUNNY NAME!
(from CHAPTER THIRTEEN: TURTLE BEACH - pages 115-118)
Rafi guided Silver the short distance to the beach. But instead of stepping on to the sand, he kept to the fringes where the wild undergrowth ruled. No wonder she hadn’t seen any footprints that first day. As they walked, they talked. Or rather, Rafi talked and Silver listened.
‘There are four breeds of sea turtle that come to this beach and lay their eggs. The green turtle, like Luna, the hawksbill and the loggerhead.’ Rafi ticked them off on his fingers one by one. ‘And my favourite out of all the turtles –the leatherback.’
‘The leatherback?’ Silver giggled. ‘What a funny name for a turtle!’
Rafi swivelled round. There was a glint in his eye that fired menacingly. Silver swallowed her laugh.
‘It’s the only turtle that doesn’t have a hard shell – that’s why they’re more vulnerable to predators than other species. Instead, it has a leather carapace.’
At least she knew what a carapace was. As Rafi chattered on, Silver felt dizzy. Either it was the heat of the afternoon sun pressing down or the speed at which he was spitting out facts, like a walking turtle encyclopedia.
‘BUT! That’s not the only thing that makes them special,’ Rafi added. ‘The leatherback is the biggest turtle of them all and it’s been around for a hundred million years. That’s since the time of the dinosaurs!’
He stopped suddenly and Silver tripped right into his back.
She rubbed her sore nose.
‘They should start coming to shore about now to nest. But –’ his voice dropped – ‘a leatherback hasn’t visited Turtle Beach for nearly two years.’
Around his neck, Speedy gave Silver a sorrowful look.
‘In fact,’ Rafi admitted in an equally sorrowful tone of voice, ‘I’ve never even seen one. All turtles are endangered animals, but the leatherback is the most endangered of all.’
He sounded genuinely gutted. The same way she’d been heartbroken when she’d missed out on Cup Final tickets last season. Silver glanced upwards at the moon. She might not know much about turtles, but she did understand the emotion of disappointment.
Rafi squared his shoulders and walked on. This time in silence. Silver followed while trying not to trip over the various gnarled roots that kept rising up unexpectedly underfoot. She was still not used to the humidity, and sweat dribbled between her shoulder blades.
They walked like this for a few minutes until Rafi paused again. Luckily, this time Silver didn’t tumble into his back. He shifted his gaze to the surf and a smile lifted the corners of his mouth. The same look Dad got when reading from his guidebook. Silver sensed an incoming turtle fact, and she was right.
‘Did you know that mother turtles return to the same beach where they were born to lay their eggs?’
‘Yes!’
Silver shot him a toothy grin. She wasn’t about to admit this was the sole fact she remembered.
DISCUSSION QUESTIONS:
1. Why do you think Rafi prefers walking along the edge of the beach instead of stepping onto the sand?
2. What are the names of the four breeds of sea turtles that he says comes to the beach?
3. Which type of sea turtle is Luna?
4. According to Rafi, why is the leatherback turtle called a ‘leatherback’?
5. What other special features or behaviours of sea turtles does Rafi talk about?
6. How long has it been since a leatherback turtle last came to the beach to nest and lay its eggs?
7. Can you explain in your own words what it means if an animal is considered ‘endangered’?
8. Find as many words and phrases as you can in the text that show Rafi is feeling disappointed.
9. Do you know anything about sea turtles? Have you ever seen one in real life?
10. What actions can we take to help protect sea turtles today?
• Display an image featuring the four sea turtle species Rafi mentions in the extract: the green turtle, the hawksbill turtle, the loggerhead turtle and the leatherback turtle. Ask students if any of them have ever seen these turtles in real life and to describe what they know about these amazing creatures.
• Talk more about these types of sea turtle and provide students with a brief overview of each:
• Green turtles are named for the greenish colour of their fat rather than their shells. They are known for their large size and primarily herbivorous diet, feeding mainly on seagrass and algae. They are found in tropical and subtropical waters around the world.
• Hawksbill turtles are easily recognised by their pointed beaks and beautiful, colourful shells. They primarily feed on sponges and are found mostly in tropical coral reefs. Their shells are often used for decorative purposes, which has led to their endangerment.
• Loggerhead turtles are known for their large heads and strong jaws, which help them crush hardshelled prey like conchs and sea urchins. They are found in both temperate and tropical waters and are distinguished by their reddish-brown shells.
• Leatherback turtles are the largest of all sea turtles and are unique for their leathery, flexible shells rather than the hard, bony carapace of other sea turtles. They primarily feed on jellyfish and are known for their extensive migrations across oceans. Leatherbacks face significant threats from entanglement in fishing gear and climate change.
• Read the extract from the book aloud and then discuss what it means for the leatherback turtle to be the most endangered of all sea turtles. Explore why this is significant and what factors contribute to its endangered status, such as habitat loss, pollution, climate change and bycatch in fishing nets.
• Show students images of leatherback turtles, highlighting their impressive size and unique features. Then, show some of them getting trapped in fishing nets or encountering plastic waste in the ocean.
• You could also look at the illustration on the front cover of the book, featuring Silver with a leatherback turtle and discuss what the image reveals about the connection between her and the turtle. Consider how the illustration might reflect the themes of the story and the importance of leatherback turtles.
• As a class, brainstorm and discuss practical actions we can take to help protect leatherback turtles and their habitats today. Encourage students to think about both small, everyday changes and larger, community-wide initiatives that can make a difference.
• They might suggest actions such as reducing plastic use, participating in beach clean-ups, supporting ocean conservation organisations and spreading awareness about the issues facing sea turtles.
• On the activity sheet, have students list three personal actions they can take to protect sea turtles and then sign it as a pledge to show their commitment. You could create a large class poster where each student’s pledge is added and this visual display can act as a reminder of their collective effort to help.
• To extend this activity, you could organise a whole-school event to engage students and the wider community in supporting sea turtle conservation by raising awareness and collecting funds for this important cause.
NAME:
I PLEDGE TO PROTECT SEA TURTLES!
Sea turtles are amazing creatures that need our help to stay safe and healthy! By taking small actions, we can make a big difference in their lives.
Here are three actions I can take to help sea turtles:
Why
ADDITIONAL ACTIVITIES AND INNOVATIVE IDEAS
• Questions for the Author: Use the opportunity to gather a group together and brainstorm any questions you’d like to ask the author about the book. Whether this is more about the characters, how to help protect the planet or finding out more about the wonderful animals featured in the book, see what they would love to ask Hannah!
• Should Poachers Be Punished? Split the class into two groups. One group will argue that turtle poachers should face harsh punishments, while the other will argue for more lenient treatment, focusing on why people might turn to poaching (e.g. poverty, lack of resources). After the debate, discuss how conservation efforts could help both turtles and local communities.
• Write a Sequel Scene: Challenge students to write a scene that could follow the book’s ending, imagining what happens next for Silver and her parents. Encourage them to explore how the events of the story have changed the characters and how their new experiences might shape their future actions.
• Send a Postcard: Write a postcard from Silver’s perspective as if she’s just arrived in Costa Rica. Describe the country’s unique features, her exciting experiences on her first few days and her initial impressions. Then, write a second postcard from Silver after she has spent several months there and is preparing to leave. Reflect on how her thoughts and feelings have evolved during her time there.
• Create a Rainforest Diorama: Create a detailed diorama showcasing the layers of the rainforest, from the forest floor and understory to the canopy and emergent layer. Incorporate models or drawings of the animals that live in each layer and highlight the unique features of each layer and how they support different wildlife and plant species, emphasising the interconnectedness of the rainforest ecosystem.
• Redesign the Cover: Look closely at Levi Pinfold’s beautiful illustrations throughout the book, especially the cover illustration. Talk about how they show the characters, places and important parts of the story. Then, imagine your own version of the book cover. Draw or create a new cover that shows what you think the story is about and your favourite parts.
• Tracking Turtles Online: Introduce students to the concept of tracking sea turtles using real-time online tools. Many organisations and research projects offer live tracking data for turtles that are tagged and monitored, enabling you to follow their journeys across the globe, so you can mirror what Rafi and Silver did in the book.
• Turtle Life Cycles: Create a detailed model or poster illustrating the life cycle of a turtle, from egg to adult. Make sure to highlight key stages, including egg laying, hatching, juvenile growth and reaching adulthood. You can add elements such as the journey from the nest to the ocean, the challenges turtles face at each stage and their nesting behaviours.
• Speaking Spanish: Since Spanish is used often in the book, use this opportunity to learn and practise basic Spanish phrases and find out some new vocabulary related to the story.
• Jungle Survival Guide: Inspired by the challenges Silver encounters in the story, create a Jungle Survival Guide. Include practical advice and tips for finding your way, staying safe from predators and dealing with the unique challenges of the environment. Add illustrations or diagrams to make your guide more informative and engaging.
NATIONAL CURRICULUM OBJECTIVES (KEY STAGE 2/3)
ENGLISH
Reading – comprehension
Pupils should be taught to:
• maintain positive attitudes to reading and understanding of what they read by:
• continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
• recommending books that they have read to their peers, giving reasons for their choices
• identifying and discussing themes and conventions in and across a wide range of writing
• understand what they read, in books they can read independently, by:
• drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
• predicting what might happen from details stated and implied
• summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
Writing – composition
Pupils should be taught to:
• plan their writing by:
• discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
• develop positive attitudes towards and stamina for writing by: writing narratives about personal experiences and those of others (real and fictional)
Spoken language
Pupils should be taught to:
• develop understanding through speculating, hypothesising, imagining and exploring ideas
• participate in discussions, presentations, performances, role play/improvisations and debates
SCIENCE
Pupils should be taught to:
• describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird
• describe the life process of reproduction in some plants and animals
GEOGRAPHY
Locational knowledge
Pupils should be taught to:
• locate the world’s countries, using maps to focus on Europe and North and South America, concentrating on their environmental regions, key physical and human characteristics and major cities
MUSIC
Pupils should be taught to:
• improvise and compose music for a range of purposes using the inter-related dimensions of music
PSHE (taken from Programme of Study for PSHE education: KS1-5)
Pupils learn:
Ourselves, growing and changing
• H33. about the processes of reproduction and birth as part of the human life cycle; how babies are conceived and born (and that there are ways to prevent a baby being made); how babies need to be cared for