Project WILD Ohio State NRE 613

1. Project WILDOhio State NRE 613 Jen Dennison Wildlife Education Coordinator

2. 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.

3. 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.

4. Animal Charades • This is an adaptation or extension. • Concepts reached: IDIIA - All living things are affected by and interact with their environments.

5. Why are You Here? • To learn about wildlife…. • To learn new activities for your classes…. • To get credit… • To have fun...

6. 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...

7. Goal To 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.

8. Project WILD Administration NATIONAL LEVEL PROJECT WILD IS ADMINISTORED BY THE COUNCIL FOR ENVIRONMENTAL EDUCATION (CEE) AND IS COSPONSORED BY THE INTERNATIONAL ASSOCIATION OF FISH AND WILDLIFE AGENCIES (IAFWA) PROJECT WILD MANAGEMENT COMMITTEE NATIONAL DIRECTOR PROJECT WILD STATE COORDINATORS

9. 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)

10. 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…

11. 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?

12. 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.

13. 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?

14. Haiku Examples • 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.

15. 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

16. Cinquain Examples • Puppy Fluffy ball Frisky, wagging, jumping Endearing, trustful, caring companion Pet. • Caterpillar Insect accordion Voracious, growing, becoming Ugly curiousity, hidden beauty, Monarch.

17. 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…

18. Writing Diamante • Its construction is based on 3 major sentence parts or components, nouns, adjectives, and participles. These components follow this formula: Noun Adjective Adjective Participle Participle Participle Noun Noun Noun Noun Participle Participle Participle Adjective Adjective Noun

19. Diamante Example Egg Light Bright Living Stretching Growing Bird Beak Wing Flight Soaring Seeing Seeking Feathered Fluid Crow

20. 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!

21. 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

22. Conceptual Framework • Concept review • Topic determination • Distribution of concepts into topic units • Unit completion • Correlation of concepts to grade level • Network review This is the backbone of the Project WILD guide.

23. Consultations with DOE representatives Review of published standards Adaptation of Project WILD standards Correlation of activities Learning Standards Development Developed by educators for educators

24. Conceptual Framework TOPIC DETERMINATION • I. Ecological Knowledge • Wildlife Populations • Habitats and Niches • Interdependence • Changes and Adaptations • II. 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

25. Ecological Knowledge • Wildlife Populations Activity Distribution • 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

26. Page i of K-12 guide

27. Learning Framework Conceptual Subject Area Skills Framework Science Math SS LA EE Arts Elementary (Science) Middle School (Humanities) High School (Language Arts) Ecological Knowledge Social and Political Knowledge Sustaining Fish and Wildlife Resources

28. Learning Framework Subject Area Skills Science Math SS LA EE Arts ConceptualFramework • Ecological Knowledge • Wildlife Populations • Habitats and Niches • Interdependence • Changes and Adaptations • Social and Political Knowledge • Sustaining Fish and Wildlife Resources • Ecological Knowledge • Wildlife Populations • Color Crazy • Grasshopper Gravity • What’s Wild? • Classroom Carrying Capacity • Interview a Spider • Habitat Rummy • Etc

29. Page 9 of K-12 guide Skill/Subject Area

30. Page 494 of K-12 guide

31. Page 498 of K-12 guide

32. 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!!!

33. Urban Nature Search

34. 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.

35. Urban Nature Search • A 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

36. Urban Nature Search • A Well-Balance Curriculum, cont • Attitudes—Feelings, beliefs, empowerment, personal traits • Behavior—Responsible actions, decision making, involvement.

37. Urban Nature Search • A 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

38. Migration Headaches You will portray migrating water birds traveling between nesting grounds and wintering grounds. All you need are paper plates!

39. Migration Headaches Different 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

40. Migration Headaches What other scenarios might impact habitat, good or bad?

41. Resources Jen Dennison Wildlife Education Coordinator Div. Of Wildlife, 1840 Belcher Dr. Columbus, OH 43224 1-800-WILDLIFE 614-265-6316 jen.dennison@dnr.state.oh.us www.ohiodnr.com/wildlife