Project WILDOhio State NRE

613

Jen DennisonWildlife Education

Coordinator

Let’s Do an Activity!!• Pass out animal cards. Do not show your neighbor your

card!!• In charades style (no noise or

talking), try to find others with the same animal as yours.

• As a group, act out some part of your animals life cycle, i.e. food gathering, predation, reproduction, habitat, etc.

Animal Charades• Objective: Define key wildlife

concepts. For grades K-4• Science standards met:

• K-Students show knowledge of scientific concepts through demonstration of verbal, non-verbal, skills and activities.

• 1st- Students have increasing opportunities to explore how living things change, how they interact with their environment, and how they acquire food.

• 2nd-Living system functions and the interactions they have with their physical environments are explained.

• 3rd-Compare life cycles of animals and adaptations to their environment.

Animal Charades• This is an adaptation or extension.

• Concepts reached: IDIIA - All living things are affected by and interact with their environments.

Why are You Here?• To learn about wildlife….

• To learn new activities for your classes….

• To get credit…• To have fun...

Why are We Here?• To help you learn about wildlife….

• To help you learn new activities for your class….

• To help you integrate this program into your curriculum...

• To have fun...

GoalTo assist students of any age in developing awareness, knowledge, skills and commitment to result in informed decisions, responsible behavior and constructive actions concerning wildlife and the environment.

Project WILD Administration

NATIONAL LEVELPROJECT WILD IS ADMINISTORED BY

THE COUNCIL FOR ENVIRONMENTAL

EDUCATION (CEE) AND IS COSPONSORED BY THE INTERNATIONAL ASSOCIATION OF

FISH ANDWILDLIFE AGENCIES (IAFWA)

PROJECT WILD MANAGEMENT COMMITTEENATIONAL DIRECTORPROJECT WILD STATE COORDINATORS

Project WILD Administration

STATE LEVEL

PROJECT WILD IS ADMINISTRATED IN OHIO BY THE ODNR-DIVISION OF WILDLIFE

ACKNOWLEDGED BY THE OHIO DEPARTMENT OF EDUCATION AS A PROFESSIONAL DEVELOPMENT OPPORTUNITY(ELIGIBILITY FOR CEU’S, DEPENDENT ON LOCAL CURRICULUM DEVELOPMENT COMMITTEE)

Stormy Weather• You are a 4th grader• What is your favorite animal?• What is your favorite wild animal?• What is your favorite Ohio wild

animal?• Think of that animal…

Stormy Weather• Simulated field trips are powerful

ways for students to create vivid experiences in their mind.

• What does this activity help the student achieve?

• How would you evaluate that the student reached the intended objective?

Animal Poetry

• Writing poetry can be an awful experience or an enlightening experience for students.

• Keeping with the same animal you were in the storm, you will write several short poems.

Writing Haiku

• Do you know what haiku is?• Haiku is a Japanese verse pattern. Like

Japanese paintings and other Japanese art, many haiku verses are about nature. Haiku is a poetic expression of something beautiful.

• 5 syllables in the first and third lines and 7 in the second line.

• Describe or express a feeling about the animal you imagined in the storm in exactly 17 syllables?

• Wonderful old tree You give shade all summer long Now your leaves are gone

• Stay snowflake, please stay! I shall never find again Beauty such as this.

Haiku Examples

Writing Cinquain

• Haiku perhaps influenced cinquain.• The pattern most often used is:

– 1st line—1 word giving the title– 2nd line—2 words describing the title– 3rd line—3 words expressing action– 4th line—4 words expressing a feeling– 5th line—another word for the title

• PuppyFluffy ballFrisky, wagging, jumpingEndearing, trustful, caring companionPet.

• CaterpillarInsect accordionVoracious, growing, becomingUgly curiousity, hidden beauty,Monarch.

Cinquain Examples

Writing Diamante

• The diamante is a poem that is written in the shape of a diamond. In addition to the shape, the poem has two other characteristics:– It can be used to show that words are

related through shades of meaning from one extreme to another

• And…

Writing Diamante• Its construction is based on 3 major

sentence parts or components, nouns, adjectives, and participles. These components follow this formula:

NounAdjective Adjective

Participle Participle ParticipleNoun Noun Noun Noun

Participle Participle ParticipleAdjective Adjective

Noun

EggLight Bright

Living Stretching GrowingBird Beak Wing Flight

Soaring Seeing SeekingFeathered Fluid

Crow

Diamante Example

Oh Deer!• This is the best activity for explaining

wildlife management, to kids and adults.• Uses math, science, physical activity,

and other skills if you adapt it as needed.

• Goes into population dynamics, carrying capacity, hunting, habitat requirements, etc.

• Could do a whole day on this activity!

PASS OUT GUIDES!!These guides are provided

to you free of charge by the ODNR-Division of Wildlife through the

generous donations made to the Wildlife Diversity Tax

Check-off Fund and the Wildlife License Plate Fund.

Aquatic Project WILD is paid for by the Sportfish Restoration Fund

ConceptualFramework • Concept review

• Topic determination• Distribution of concepts

into topic units• Unit completion• Correlation of concepts to

grade level• Network review

This is the backboneof the Project WILD guide.

Consultations with DOE representativesReview of published

standardsAdaptation of Project WILD

standardsCorrelation of

activities

LearningStandards

Development

Developed byeducators for educators

ConceptualFramework

TOPIC DETERMINATIONI. Ecological Knowledge• Wildlife Populations• Habitats and Niches• Interdependence• Changes and AdaptationsII. Social and

Political Knowledge• Cultural Perspectives• Economic, Commercial, and

Recreational Considerations• Historical and Geographic

Development• Political and Legislative

Frameworks

III. Sustaining Fish and Wildlife Resources• Attitudes and Awareness• Human Impacts• Issues and Trends• Wildlife Management• Responsible Action and Service

Ecological Knowledge

Wildlife Populations• Color Crazy • Grasshopper Gravity• What’s Wild? • Interview a Spider• Classroom Carrying Capacity• Habitat Rummy• Bearly Growing• How Many Bears Can Live in this

Forest?• My Kingdom for a Shelter• Tracks! • Wild Words• Spider Web Geometry• Oh Deer! • Carrying

Capacity• We’re in This Together

ActivityDistribution

Page i of K-12 guide

Learning Framework

Conceptual Subject Area Skills Framework Science Math SS LA EE Arts

Ecological Knowledge

Social and Political Knowledge

Sustaining Fish and Wildlife Resources

Elementary (Science)

Middle School (Humanities)

High School (Language Arts)

Learning Framework

Subject Area Skills Science Math SS LA EE

ArtsConceptual Framework

Ecological Knowledge

• Wildlife Populations

• Habitats and Niches

• Interdependence• Changes and

Adaptations

Social and Political KnowledgeSustaining Fish and Wildlife Resources

Ecological Knowledge

Wildlife PopulationsColor CrazyGrasshopper GravityWhat’s Wild?

Classroom Carrying CapacityInterview a SpiderHabitat RummyEtc

Classroom Carrying CapacityObjectives: Students will 1) define carrying capacity, 2) giveexamples of factors that can influence the carrying capacity of anarea, and 3) describe how exceeding the carrying capacity canaffect the behavior of animals and humans.Method: Students sit unusually close to each other and describethe results.

Grade Level: K-4Subject Areas: Science, Social Studies, Environmental EducationDuration: Grades K-2, one 20-min session; Grades 3-4, one 45-min sessionGroup Size: any (does require a small group)Setting: indoors or outdoors (designed for classroom)Conceptual Framework Topic Reference: WPIIA2a1), WPIIA2a2), WPIIA2a2)c)Key Terms: carrying capacity, crowdedAppendices: Ecosystem, Early Childhood

Skill/Subject Area

Page 9 of K-12 guide

Page 494 of K-12 guide

Page 498 of K-12 guide

Peer Teaching• In groups of 5-6, pick an activity to teach

to the rest of us.• Each person has to have a role or

participate in some way.• Feel free to adapt an activity to

something you would use in your career • Can be outside or inside• WRITE ON BOARD THE NAME OF

YOUR ACTIVITY!!!

Urban Nature Search

Urban Nature Search

Objective of this activity: Students will generalize that each habitat has characteristic life forms and suggest ways that the environment affects the life forms that occupy it.

But…we use this to teach curriculum connection.

Urban Nature SearchA Well-Balance Curriculum

• usually includes learning objectives that address at least one of four

basic components:• Knowledge—subject content, facts,

concepts, laws and theories• Learning Skills—physical, cognitive

and interpersonal relationship skills

Urban Nature Search

A Well-Balance Curriculum, cont• Attitudes—Feelings, beliefs, empowerment, personal traits

• Behavior—Responsible actions, decision making, involvement.

Urban Nature SearchA Well-Balance Curriculum, cont

• The environment is naturally interdisciplinary; it provides a

natural medium for learning that cuts across all disciplines. The environment and wildlife can be used in a curriculum in several

ways:• Single Discipline

• Integrated• Thematic

Migration HeadachesYou will portray migrating water

birds traveling between nesting grounds and wintering grounds.

All you need are paper plates!

Migration HeadachesDifferent Scenarios:A large increase in the number of

mink and raccoons has reduced the value of a marsh nesting area. Remove one habitat from the nesting grounds.

Filling and diking reduces the amount of tidal wetlands available to waterfowl. Remove one habitat from wintering grounds

Migration Headaches

What other scenarios might impact habitat, good or bad?

www.ohiodnr.com/wildlife

ResourcesJen Dennison

Wildlife Education CoordinatorDiv. Of Wildlife, 1840 Belcher

Dr.Columbus, OH 43224

1-800-WILDLIFE614-265-6316

jen.dennison@dnr.state.oh.us