Looking for more in Learning resources?

The Bookbug Picture Book Prize 2022 learning activities (accessible version)

This web page provides an alternative format to the PDF version of The Bookbug Picture Book Prize 2022 learning resource. If you require this resource in another format, please get in touch by emailing digital@scottishbooktrust.com.

About this resource

This resource contains activity sheets for each of the three shortlisted books in The Bookbug Picture Book Prize 2022. The activities are all linked to the Curriculum for Excellence, and will help you create a buzz of excitement about the shortlisted titles.

All schools in Scotland will have received a teacher pack containing the three shortlisted books, and pupils of all ages can take part in the prize activities and vote for their favourite.

Bookbug Primary 1 Family Bag

Every Primary 1 child in Scotland receives the Bookbug Primary 1 Family Bag containing the three shortlisted books for The Bookbug Picture Book Prize. It also contains an activity book for parents to support home learning. Using the shortlisted books in class is a great way to create a link between school and home.

Cast your vote

SOC 0-16a, SOC 1-16a, SOC 2-16a

After reading the three books or watching the author videos available on our website, remember to cast your vote. For your votes to count towards The Bookbug Picture Book Prize, you must register and vote via our website.

You can find more activities to get pupils excited about voting for their favourite book in our voting activities resource.

Many schools register to vote as a class (or even a whole school!). Pupils do not have to be in Primary 1 to vote – we encourage children of all ages to get involved! The only rule is you must read or listen to all three books to cast a vote.

If you run a paired reading project, or are looking to run one in your school, The Bookbug Picture Book Prize is a great way to work with pupils across all year groups. You can find more ideas and activities in our paired reading toolkit.

Arlo: The Lion Who Couldn’t Sleep activities

Suggested learning opportunities for Arlo: The Lion Who Couldn’t Sleep by Catherine Rayner

Mathematics and Numeracy

  • I am aware of how routines and events in my work link with times and seasons, and have explored ways to record and display these using clocks, calendars and other methods. MNU 0-10a
  • Arlo is struggling to get to sleep. Talk about daily routines. Make routine cards with different activities on them, and work with pupils to put them in the order they happen. Look at a digital/analogue clock to work out when these activities happen and write it on the cards.

Sciences

  • I have experienced the wonder of looking at the vastness of the sky, and can recognise the sun, moon and stars and link them to daily patterns of life. SCN 0-06a
  • Look at the pages in Arlo where you can see the sun and moon. Talk about how the amount of day and night we have across the year changes. You could keep a class daylight diary to record these changes.
  • I have observed living things in the environment over time and am becoming aware of how they depend on each other. SCN 1-01a
  • Look at the main animals in the books: owl and lions. What do they eat and where do they live? Talk about their different characteristics and what they need to survive.

Technology

  • I explore ways to design and construct models. TCH 1-09a
  • Arlo sleeps in a tree or on the ground. Ask pupils to design a bed for Arlo to sleep in. Use different materials to make a model of the bed.

Literacy & English

  • As I listen and talk in different situations, I am learning to take turns and am developing my awareness of when to talk and when to listen. LIT 0-02a
  • Watch Catherine Rayner’s Authors Live event. Follow her instructions to draw Arlo, and create your own questions to ask Catherine about her book.
  • I enjoy exploring events and characters in stories and other texts and I use what I learn to invent my own, sharing these with others in imaginative ways. LIT 0-09b/LIT 0-31a
  • Owl and Arlo are the main characters in the story. Ask pupils to imagine another character who needs help sleeping. Who would it be? What would they dream of? Ask pupils to draw or write or drawn their own story.
  • Within real and imaginary situations, I share experiences and feelings, ideas and information in a way that communicates my message. LIT 0-26a
  • Arlo dreams of the mountains and rivers. Talk about dreams, and any dreams pupils can remember. Ask pupils to write about their dream and how it made them feel.
  • I enjoy exploring and choosing stories and other texts to watch, read or listen to, and can share my likes and dislikes. LIT 0-01b/LIT 0-11b
  • Have an area in the classroom with different books about animals for pupils to choose and read. Share the books as a group too, and talk about which they like or don’t like.

Health & Wellbeing

  • I am aware of how friendships are formed and that likes, dislikes, special qualities and needs can influence relationships. HWB 0-44a
  • Owl and Arlo are friends. After reading the book, talk about their friendship and how they help and support each other. Why is this important for relationships? How else could Arlo and Owl help each other?
  • I can describe how I feel after taking part in energetic activities and I am becoming aware of some of the changes that take place in my body. HWB 0-28a
  • Many people do gentle yoga and stretching in the evening to help them sleep. Do a children's yoga class. After, ask pupils to talk about how they and their body feel.

Social Studies

  • While learning outdoors in differing weathers, I have described and recorded the weather, its effects and how it makes me feel and can relate my recordings to the seasons. SOC 0-12a
  • The sky is always clear in Arlo. Is this true for where you live? Draw pictures to record. Is it the same as in Arlo or different? Talk about the different activities pupils might do depending on the weather.
  • I explore and discover the interesting features of my local environment to develop an awareness of the world around me. SOC 0-07a
  • Look at the illustrations and talk about the natural features shown: hills, mountains, trees, rivers. Can pupils see any of these in your local area? Go for a walk and talk about the different features you see.

Drama

  • I have the freedom to choose and explore how I can use my voice, movement, and expression in role play and drama. EXA 1-12a
  • Split the class into groups and ask them to reimagine the story of Arlo and Owl, but they are now helping other animals to sleep. Which other animals do they meet? How do these animals move and sounds?

Art

  • Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design. EXA 0-05a
  • Look at Arlo closely and Catherine’s illustrations, talk about the thick, thin, broken and wavy lines Ask pupils to draw an animal who might need Arlo’s help to get to sleep. It could be a pet, or favourite animal. Encourage them to make lines of different quality.

Music

  • Inspired by a range of stimuli, and working on my own and/or with others, I can express and communicate my ideas, thoughts and feelings through musical activity. EXA 0-18a
  • Owl and Arlo sing a night-time song to help them sleep. Talk about what helps to get pupils to sleep, and write the words down together. Using the melody of a familiar song, add these words into a song you can sing together.
  • I enjoy singing and playing along to music of different styles and cultures. EXA 0-16a
  • Share or listen to songs and rhymes about bedtime. Add instruments or tap a rhythm to accompany the songs Sleeping Bunnies or Sleep Baby Sleep. Use the Bookbug Song and Rhyme library to find more.

Related book suggestions:

My First Book of Woodland Animals activities

Suggested learning opportunities for My First Book of Woodland Animals illustrated by Zoe Ingram

Mathematics and Numeracy

  • I can collect objects and ask questions to gather information, organising and displaying my findings in different ways. MNU 0-20a
  • Use the book outside to help pupils observe and identify animals that visit the local area or playground. Record this in a floor book, observation diary, tally chart or way appropriate to class. Talk about the different ways to record this information and how to sort this data.

Sciences

  • I can explore examples of food chains and show an appreciation of how animals and plants depend on each other for food. SCN 1-02a
  • The book tells us what each animal likes to eat. Use this to start a conversation around food chains. Make simple food chains for different animals. Discuss which animals might get eaten by other animals in the book.
  • I can talk about science stories to develop my understanding of science and the world around me. SCN 0-20a
  • Creating habitats for bees and other insects have often been in the media recently. Talk about why creating spaces for nature is important. Link to children’s idea of home and what makes them feel safe. Build a bug hotel, or plant native flowers to encourage insects to visit the school or local area.

Technology

  • I can explore digital technologies and use what I learn to solve problems and share ideas and thoughts. TCH 0-01a
  • Using the digital devices available in school, record children talking about the animals in the book to share with other classes. It could be about the animals pupils have seen or activities they have been doing to support wildlife.

Literacy & English

  • I use signs, books or other texts to find useful or interesting information and I use this to plan, make choices or learn new things. LIT 0-14a
  • Using books from your library, explore texts that mention the names for baby animals. Split pupils into groups, and ask them to select new and unfamiliar words to go on a word wall. Make a display of baby animals and the class as babies.
  • As I listen or watch, I am learning to make notes under given headings and use these to understand what I have listened to or watched and create new texts. LIT 1-05a
  • Some of the animals in My First Book of Woodland Animals are nocturnal. Look at these animals and their information in detail. Discuss the special powers animals need to be successful at night. Talk about the animals and make notes. Talk about other nocturnal animals. Pupils can use their notes to help them create an information sheet on nocturnal animals.
  • By considering the type of text I am creating, I can select ideas and relevant information, organise these in a logical sequence and use words which will be interesting and/or useful for others. LIT 1-26a
  • Write a fact profile for an animal not included in the book. It could be an exotic animal, a pet, or an animal you might find in a local park or nature reserve.

Modern Languages

  • I am beginning to use illustrated word-banks, picture prompts, picture dictionaries and displays to support my understanding of text. MLAN 1-11a
  • Using a picture dictionary, find the names of some of the animals in My First Book of Woodland Animals in another language. Create a word wall or other display to show these words.

Health & Wellbeing

  • I recognise that we have similarities and differences but are all unique. HWB 0-47a
  • All the animals in the book are unique, with different characteristics, food and facts. Talk about the similarities and differences between us. We are similar but also unique.
  • By investigating the range of foods available I can discuss how they contribute to a healthy diet. HWB 1-30a
  • All the animals in the book eat a variety of foods to keep them healthy. Talk about why it is so important for humans to have a healthy and balanced diet too. Lay out different foods mentioned in the book (e.g. nuts, berries, herbs) to try. Which did they like? Can they think of an animal that might also like it?

Social Studies

  • I explore and appreciate the wonder of nature within different environments and have played a part in caring for the environment. SOC 0-08
  • Talk about the different ways pupils can help the environment at school, and encourage wildlife at school or in the local area. Create a poster giving others tips on helping the environment and put these outside the school or in community spaces.
  • By exploring a natural environment different from my own, I can discover how physical features influence the variety of living things. SOC 1-13b
  • Research the different environments the animals in My First Book of Woodland Animals live, and where you will find them in Scotland. Discuss features of the landscape and what different species need to thrive in these environments. Create a map of Scotland showing all the different animals and habitats.

Drama

  • Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through drama. EXA 1-13a
  • Ask pupils to each select a different animal from the book. Ask them to pretend to be that animal. Divide the class into groups and ask pupils to act a short scene of the animals interacting.

Dance

  • I enjoy creating short dance sequences using travel, turn, jump, gesture, pause and fall, within a safe practice. EXA 1-08a
  • Choose animals from the book and create a dance sequence based on their movement and the tasks they perform e.g. hunting or nest building.

Music

  • Inspired by a range of stimuli, and working on my own and/or with others, I can express and communicate my ideas, thoughts and feelings through musical activity. EXA 0-18a
  • Listen to different woodland animal sounds and calls. Working in small groups, using the equipment available, create a distinguishing sound for each animal. As a group, play these sounds together to make a soundscape of all the woodland animals.
  • I enjoy singing and playing along to music of different styles and cultures. EXA 0-16a
  • Share or listen to songs and rhymes about woodland animals. Add instruments or tap a rhythm to accompany the songs Here’s a Little Blackbird or Little Green Frog. Use the Bookbug Song and Rhyme library to find more.

Related book suggestions:

Inch and Grub activities

Suggested learning opportunities for Inch and Grub by Alastair Chisholm and David Roberts

Mathematics and Numeracy

  • I have experimented with everyday items as units of measure to investigate and compare sizes and amounts in my environment, sharing my findings with others. MNU 0-11a
  • Collect items that appear in Inch and Grub’s tower along with other everyday items. Compare the items and order them in size, length or weight then discuss using everyday language, including longer, shorter, taller, heavier, lighter, more and less.
  • I have explored simple 3D objects and 2D shapes and can name, identify and describe their features using appropriate vocabulary. MTH 1-16a/b
  • Inch and Grub’s towers are full of 3D objects that don’t fit together and topple. Look at and discuss the properties of simple 2D and 3D shapes. Use 3D blocks or junk to create your own tower and then discuss the how to recognise 3D shapes in different orientations and sizes.

Sciences

  • I have contributed to discussions of current scientific news items to help develop my awareness of science. SCN 1-20a
  • Make a list of the inventions Inch and Grub have in their pile. Make a timeline of the inventions and discuss their order. Help the children make links to energy use, need and luxury. Talk about the science of the inventions.

Technology

  • I can explore and experiment with sketching, manually or digitally, to represent ideas in different learning contexts. TCH 1-11a
  • Ask pupils to design a new invention to help in school. It could be an item to solve a problem, such as litter in the playground. Ask pupils to sketch their invention, and then present to the class to explain how it works.

Literacy & English

  • I enjoy exploring and playing with the patterns and sounds of language and can use what I learn. LIT 0-20a
  • Most of the story is told in dialogue between Inch and Grub. Help pupils to write more dialogue for them now they are friends. What would they say to each other?
  • As I listen or watch, I am learning to make notes under given headings and use these to understand what I have listened to or watched and create new texts. LIT 1-05a
  • Find out more about early humans, and help pupils make notes. Discuss questions such as: How is their life different from ours? How did they get their food? Where did they sleep? Ask pupils to write a short paragraph about how their lives differ.
  • I am exploring how pace, gesture, expression, emphasis and choice of words are used to engage others, and I can use what I learn. ENG 1-03a
  • Read Inch and Grub together, and talk about words that are meant to have emphasis (e.g. are printed large). Talk about the expressions of Inch and Grub, and if we look similar when we talk or argue. Also talk about what makes pupils laugh in the book – how has the author managed this?
  • By considering the type of text I am creating, I can select ideas and relevant information, organise these in a logical sequence and use words which will be interesting and/or useful for others. LIT 1-26a
  • There are lots of onomatopoeic words in the book. Look up more. Have fun with these sounds and write some dialogue or poetry or Inch and Grub using these words.

Health & Wellbeing

  • I am aware of and able to express my feelings and am developing the ability to talk about them. HWB 0-01a
  • Inch and Grub feel jealous in the book, and also get annoyed at each other, and then feel sad and sorry for their actions. Ask pupils if they have ever had these emotions. Look at the pictures, how can they tell how Inch or Grub is feeling?
  • I am aware of how friendships are formed and that likes, dislikes, special qualities and needs can influence relationships. HWB 0-44a
  • Even though they fall out, Inch and Grub are friends. Ask pupils why they think Inch and Grub are friends. What makes a good friend? Make a list of the qualities they think would make a good friend.

Social Studies

  • I can make a personal link to the past by exploring items or images connected with important individuals or special events in my life. SOC 0-02a
  • Talk about how the children can recognise that people in the past lived differently. Use pictures from the book to demonstrate a difference between their life today and life in the past. This can link to family history and how their older relatives’ lives were different.
  • Having selected a significant individual from the past, I can contribute to a discussion on the influence of their actions, then and since. SOC 1-06a
  • Inch and Grub collect lots of inventions in their piles as they try to impress each other. As a class, look at Scottish inventors from the past. What did they invent? What influence did it have? Do we still use it now?

Art

  • I can use exploration and imagination to solve design problems related to real-life situations. EXA 1-06a
  • Inch and Grub don’t have clothes. What materials might Inch and Grub have access to? Design a jumper from natural materials to keep them warm.
  • Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design. EXA 1-05a
  • In the book, illustrator David Roberts has included hands and cave-painting style images. Look at different cave paintings from around the world. As a class, create your own cave painting mural.

Music

  • Inspired by a range of stimuli, and working on my own and/or with others, I can express and communicate my ideas, thoughts and feelings through musical activity. EXA 0-18a
  • There are lots of different machines in the book, including cars, trains, a phone and a plane. Using found materials, ask pupils to make a sound for each machine. Then read the book aloud, with pupils joining in with their sounds when their machine appears.
  • I enjoy singing and playing along to music of different styles and cultures. EXA 0-16a
  • Share or listen to songs and rhymes about the different forms of transport in the book. Add instruments or tap a rhythm to accompany the songs Clip Clop or Up Like a Rocket. Use the Bookbug Song and Rhyme library to find more.

Related book suggestions: