Habitat 2000 / Learning About Wildlife

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Improving Wildlife Habitat in the Community

Lesson Information

Age: Grades 4-12
Subjects: Science, Social Studies, Art, Mathematics, Language Arts
Skills: analysis, application, description, discussion, drawing, evolution, invention, media construction, problem-solving, small group work, synthesis, visualisation
Duration: one or two 45-minute class periods if hypothetical; much more time if project is to be implemented
Group Size: any
Setting: indoors (and outdoors, optional)
Key Vocabulary: habitat, improvement

Objectives

Students will be able to:

1. apply their knowledge of wildlife by describing essential components of habitat in an arrangement appropriate for the wildlife they identify; and
2. evaluate compatible and incompatible uses of an area by people and specified kinds of wildlife.

Method

Students design and implement a project to improve wildlife habitat in their community.

Background

This activity provides an opportunity for students to evaluate and apply much of what they have learned about wildlife and its needs.

The major purpose of this activity is to provide students with experience in looking at their own communities; applying knowledge and skills they have acquired; evaluating; and experiencing the possibilities of enhancing their communities as places within which both people and wildlife can live suitably.

Materials

Writing and drawing materials, poster or butcher paper; alternatively, model-making materials, like plaster of Paris, clay, small replicas of animals, etc.

Procedure

1. Ask students whether their community could benefit from improved areas for wildlife habitat. If so, this activity provides a process for helping to make such improvements. If a need is identified, the scope of such a project is a major decision. Habitat improvement projects can be large or small. If a project from this activity is actually to be implemented:

• it should be within the scope and means of the students to experience success with it; and
• it should clearly be of benefit to wildlife and the community.

2. After general discussion, ask the students to divide into groups of four or five. Give each group the task of beginning a design for a habitat improvement project. The project should involve native plants and animals, and make a contribution to the community. Provide time for the students to discuss and make decisions about:

• What will be its purpose?
• What animals will it serve? Will people be able to visit? Will it be for plants and animals only?
• What plants and what animals? If people can visit, what will they be allowed to do? What won't they be allowed to do?
• What positive contributions might this improved wildlife habitat area make to the community?
• What possible problems could arise, if any?
• What costs will be involved? Who will pay.? How?
• Where will the area be? How large will it be?
• What are the habitat needs of any animals who will live there? What species of animals can live in the size of land area that is available? (Some animals need more room than others, and if you are to have a self-sustaining system, you will need a population in an area large enough for successful breeding over time.)
• What herbivores and carnivores might be needed? Predators? Prey? What specific kinds of plants (herbs, shrubs, trees, grasses, etc.) are needed and in what arrangement?
• What will be the water sources? How will air and water quality be maintained?
• What kinds of programmes, if any, will be necessary to maintain the area once it has been improved?
• Who must be contacted in order for this project to be undertaken? What permissions will be needed? From whom?
• In balance, is it a good idea for wildlife, the environment, and the people who live in this community?

OPTIONAL: Make a site visit.

3. Ask each of the groups to prepare the following:

a. a written description of their habitat improvement project, including its location, characteristics, inhabitants, and purposes; and

b. a map or model to scale of the area. The map or model can include:

• habitat components for various species
• wildlife living in the area, in their appropriate locations
• bodies of water, natural or made by people
• major areas of vegetation and a key to type
• major landmarks, e.g., rock outcropping, roosts for birds, bare ground, meadows,brush, low trees, high trees
• major food sources and types, e.g., berry patches for birds, insect communities in hedgerows
• areas developed for human access
• etc.

4. Ask each group to display their plans. After all the students have had an opportunity to read the background information and see the map or model of each habitat improvement project, ask the students to talk about what they learned in the process of creating these designs. They can include discussion of problems they encountered, what seemed realistic and what did not, etc. In discussion -- based on their observations of the various proposed projects -- ask the students to summarize what seemed to be the most important things to remember about designing such an area (e.g., size appropriate to wildlife, diversity, native elements, appropriateness to community wants and needs).

Extension

Consider the feasibility of designing and implementing one or more of these projects for your community. Do have a local wildlife specialist and appropriate local officials, e.g., landowners, zoning authorities, critique and co-operate with any proposed project before you get under way with it. Make sure the project is worthy, feasible, and legal -- and then proceed!

Aquatic Extension

Pick a habitat improvement project directly related to aquatic wildlife and aquatic habitats!

Evaluation

Rate the following uses of an area as either compatible or incompatible for people and wildlife: houses being built 60 metres from a heron rookery; picnic tables set up in an area heavily populated by squirrels; snowmobile trails through a deciduous forest; swimming beach at a local lake. Think of your own examples. What could be done to make each of these uses more compatible for people and wildlife?