Habitat 2000 / Learning About Wildlife

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Can Do!

Lesson Information

Age: Grades 2-9
Subjects: Social Studies, Language Arts, Science
Skills: analysis, application, description, discussion, evaluation, invention, listing, public speaking, problem-solving, small group work, synthesis, writing
Duration: minimum of three 45-minute periods
Group Size: any
Setting: outdoors and indoors
Key Vocabulary: problem, authority, compromise, constructive, realistic, effective, alternatives

Objectives

Students will be able to:

1. identify a problem involving wildlife on their own school grounds or in their community;
2. suggest and evaluate alternative means by which to either solve the problem or at least improve the situation;
3. successfully undertake the project; and
4. analyse and describe the process by which they successfully solved the problem or improved the situation.

Method

Students select a wildlife habitat or environmental project; conduct research; make plans; and follow procedures to accomplish the project.

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Background

Each of us can make constructive contributions to improving the environment in which we live. Sometimes our actions can improve the environment for people, sometimes for wildlife, and sometimes for both. Sometimes our effectiveness can be improved if we work with other people -- sharing ideas, information, and skills.

A working knowledge of the following terms will be useful to students in this activity:

Problem -- a difficult situation to be improved or an opportunity to make things better. Problems can't always be "solved," but situations can usually be improved.

Authority -- an individual or group of people with the power to make changes.

Compromise -- a way to settle a problem in which both "sides" usually give a little.

Given that it is important for young people to learn that they "can do" for people, wildlife, and the environment --use your judgement in the course of this activity to assist students in selecting a project that is realistic, constructive, and possible. If not, the students may experience an activity that contributes to their thinking that they "can't do."

The major purpose of this activity is to provide students an opportunity to experience success in taking constructive actions to improve the environment for people and wildlife.

Materials

Writing materials

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Procedure

1. Ask the students to think of some ways in which they could improve areas of their schoolgrounds and/or community as a home for wildlife. They might generate a list of activities that have a negative impact on wildlife. The list might include litter that poses a hazard for some kinds of wildlife; a muddy area that birds use for water but that has been recommended for blacktopping to minimize dust and mud; a proposed pesticide spraying that will not only kill the "pest" but perhaps affect other plants and animals; removal of a tree that currently helps contribute to cleaning the air, produces oxygen, and serves as a food and shelter source for varying kinds of wildlife, etc.
   
   
2. Looking at the list of possible problems and suggestions for ways to improve wildlife habitat -- ask the students to select one they think they could realistically handle and do something constructive about. If there is difficulty in deciding which one, and reasonable support has been offered for each, the students might vote to decide. Students could also make speeches in support of the project they want to tackle, in hopes of swaying the class vote.
   
   
3. Once the project has been selected, ask the students to work alone or in small groups to begin to generate ideas for possible solutions to the problem and ways to implement the project. Each individual or small group could come up with a plan, including a written description and illustrations or sketches of how it will work and how it can be accomplished.
   
   
4. Ask the groups to present their plans to the rest of the students. Students may ask questions for clarification. Once all the plans have been presented, ask the students to select the plan that seems most:

a. constructive;
b. realistic;
c. helpful to wildlife; and
d. apt to make a lasting contribution.

5. Also ask the students to select one or more alternative plans, in case their first choice is not acceptable to authorities.
   
   
6. Once a plan, with alternatives for "back up," has been selected -- ask the students to select a delegation to present their proposal to the school principal or whomever the appropriate authority would be. Remember janitors, groundkeepers, school board, municipality, etc. -- anyone who would be physically and/or officially involved. A practice session before the students and any interested parents or other groups of students would be helpful. At the practice session, the student delegation would make their presentation as they plan to before the principal, janitor, etc. -- responding to any questions from their audience that might be raised.
   
   
7. The students should make an appointment to present their proposal, make the presentation, and report back to their classmates. If their plan is accepted, they should make sure they know who to contact next in order to successfully complete their project. Making sure they have all necessary permissions secured, the students should proceed to successfully accomplish their project.
   
   
8. Once accomplished, ask the students to analyse their results. Did things work out the way they wanted them to? Were there any surprises? Any unforeseen problems? How might they have been more effective?

Aquatic Extension

Pick a problem to solve that involves water as a component of habitat!

Evaluation

A nature trail near you is being vandalized. People are shooting at squirrels, taking bird nests from trees, and using knives to destroy interpretive signs. Name three things you and your class could do to help reduce this problem.