boy scout correlations

ACORRET-ATIONTOCueANDBonScour

REqUIREMENTS

N.C. Wildlife Resourceg Comrnissio.nDivision of -Conservation Education

\liy

A CORRELATIONTOCue AND B oy scouT REquTREMENTs

'ffi'\liu

North Carolina Wildlife Resources CommissionDivision of Conservation Education

1994

This correlation is a publication of theN.C. Wildlife Resorrrces Commission and aoart of the N.C. WILD environmental educa-iio.r progr"-. Cub and Boy Scout leaders areinvited to attend N.C. WILD workshops andto utilize other program resource materials.For more information on N.C. WILD andthe other environmental education programsof the Commission contact:

N.C. Wildlife Resources CommissionDivision of Conservation Education512 N. Salisbury StreetRaleigh, N.C. 27604-1188

N.C. WILD is North Carolina's adaptation ofthe award winning national Project WILDprogram. For more information on thisnational program contact:

ProiectWILD54i0 Grosvenor LaneBethesda. Marvland 20814

o

Appreciation is extended to all who assisted with the prepa-ration and field testing ofthiscorrelation including:

The North Carolina Wildlife Federation

The Oklahoma Department ofWildlife Conservation

The Oklahoma Conservation Commission

Occoneechee Council Boy Scouts of America:Chuck Hanchey, Scout ExecutiveTim Haqper, Program DirectorDon Schmidt, Volunteer Scouter

N.C. Wildlife Resources Commission.Division of Conservation Education:A. SidneyBaynes, Division ChiefCeleste Wescott, Youth Activities SpecialistKatrina McDougald, Education SpecialistMike Campbell, Education SpecialistNancy Miller, Graphic Designer

This publication was funded with a generousgrant from the North Carolina Wildlife Feder-ation as a part of its ongoing educational programs.

*g_6ffin

TToNTENTS\-Notth Carolina \AIILD -Cub and Bov Scout Achievement Correlation

The following correlation is designed to assist you when implementing N.C.WILD, including

Aquatic N.C. WILD, activities with your scouts. Activities are listed for Wol{ Bear, Webelos and

Boy Scout achievement, merit badge and rank requirements. An "Indoor/Outdoor Activities List"

and'Activity Description and Materials List" are included to help you find the WILD Activity

appropriate for your needs.

a

:N4(-arohnaY/ILD

I n t roduc t i on . , , . , 4

Wol fAchievements. . . . . .5

Wolf AchievementsWolf Arrow Point Achievements

BearAchievements. , . . .7

Bear AchievementsBear Arrow Point Achievements

W e b e l o A c t i v i t y B a d g e s . . . . . . . . . 9

BoyScoutRankRequirements... . . . . .10

Second Class Rank ReouirementsFirst Class Rank Requiiements

BoyScoutMeritBadgeRequirements. . . . . . .. . 11

I n d o o r / O u t d o o r A c t i v i t y l i s t . . . , , . , . , t 7Proiect WILD Indoor ActivitiesAquatic WILD Indoor ActivitiesProiect WILD Outdoor ActivitiesAquatic WILD Outdoor Activities

WILD ActivityDescription andMaterials List . . . . . . . . 19Project WILD Elementary Secondary,

and Combination GuidesAquatic'vVILD Guide

N.C. WILD Camporees and other Scouting Events . . . . .33

Description of a Scouting CamporeeUtilizing N.C. \ IILD for Scouting Activities and Events

0

IntroductionSince the beginning ofScouting, nature study and natural

resources conservation have been important parts ofthe pro-gram. In manyways we help to firlfill our duties to God, coun-try and self when we are good stewards of the forests, water, .

soil, air, wildlife and other interrelated natural resources withwhich we share our environment. By learning more about ournatural resources and environment we are better able to ensurethat they are used wisely and conserved for the future. Withincreased knowledge, we are also better able to understand thatin our environment, all things are connected.

This is exacdywhat the North CarolinaWILD program isall about. Through this environmental education program ofthe North Carolina Wildlife Resources Commission's Divisionof Conservation Education, Cub and Scout leaders can receivetraining and materials that show them how to utilize fun,hands-on WILD activities and games to help Scouts of all ageslearn about our environment and the interconnected nature ofits parts. These activities and games, which are ideal for unitmeetings and trips, can also be used to meet many Cub andScout advancement requirements.

At the heart of North CarolinaWILD are the award-win-ning national Project WILD program and activity guides. Bothenvironmental education programs use the interesting world ofwildlife and nature to capture attention and motivate learning.

With the help of this correlation, properly trained Cuband Scout leaders can match activities to specific advancementrequirements and use WILD to enrich their unit programs.

o

a

If,roLFC{.rB SCOUTY Y WolfAchievements and Arrow Point Electives

The North Carolina MIILD program can be used to meet requirements for Wolf Achievements

in the Wolf Cub Scout Book (1992 edition). The following suggested Project WILD, including

Aquatic WILD, activities can be used to help meet different badge, arrow point and activity

badge requirements for the Wolf Cub Scout. The Wolf achievement requirements are listed below

in the left-hand column. The numbers and letters correspond to those listed in the Wolf Handbook.

The activities that can be used to meet the requirements are listed in the corresponding column to

the right. Please refer to the 'T\4LD Activity Description and Materials List" for a short description

and necessary materials for each activity.

oWolfAchievement

Tools for Fixing andBuilding

Start a Collection

YourLivingWorld

Cooking and Eating

ProjectWILDActivity

Can Do!

Cartoons And Bumper StickersDoes Wildlife Sell Cigarettes?What's Wild?Wildlife In National Symbols

Litter We Know

Enviro-EthicsImproving Wildlife Habitat In

The CommunityKeeping Score

Enviro-EthicsImproving Wildlife Habitat In

The CommunityKeeping Score

Flip The Switch ForWildlife!

What's For Dinner?

Aguatic WLD Actiity:WaterWe Eating?

What's For Dinner?

Aguatic WLD Actitlty:Water We Eating?

Microtrek Treasure HuntMuseum Search for Wildlife

Saturday Morning WildlifeWatching

4t

5E

6A

7A

7B

7C

7E

8A

8B

FamilyFun 10B

10D

WolfAchievement #

Sparetime Fun 58

5C

5D

Books, Books, Bools 68

Americanlndian Lore 10C

BeAnArtist l2A

Project WILD Activity

Let's Go FlyA Kite

Let's Go FlyA Kite

Let's Go FlyA Kite

And The Wolf Wore Shoes

AguaticWLD Actiity:Aquatic Roots

Make A Coat

Adaptation ArtistryColor Cra4,Drawing On NatureEverybody Needs A Home

Aguartc WLD Actiity:Fashion A Fish

Cartoons and Bumper Stickers

Adaptation ArtistryCartoons And Bumper StickersDoes Wildlife Sell Cigarettes?Seeing Is Believing -

The Eyes Have It!Wildlife In National Symbols

1.28

72F

0

aWolfArrowPoint

Elective

Birds

Pets

GrowSomething

ProjectWILDActivity

Learning To Look,Looking To See

Urban Nature SearchWildlife Is Everywhere!

My Kingdom ForA Shelter

AndTheWolfWore Shoes

What's Wild?Wildlife In National Symbols

Can Do!

And The WolfWore Shoes

Forest In AJarSeed Need

WolfArrowPointElective

OutdoorAdventure

ProjectWILDActivity

Deadly LinksHabitat Lap SitHabitracksHowManyBears Can Live In

This Forest?Microtrek Scavenger HuntOh Deer!Q;dck Frozen CrittersShrinking HabitatThe Thicket GameUrban Nature SearchWildlife Is Everywhere

134' 188

13B

13C

13D

13F

74C

15C

o

EAR CI.]B SCOTJTBearAchievements and Arrow Point Electives

The North Carolina WILD program can be used to meet requirements for Bear Achievements

found in the Big Bear Cub Scout Book (1991 edition). The following suggested Project WILD,

including Aquatic \A{ILD, activities can be used to help meet different badge, arrow point and

activity badge requirements. The Bear achievements are listed below in the left-hand column.

The numbers and letters correspond to those listed in the Bear Handbook. The activities that can be

used to meet the requirements are listed in the corresponding column to the right. Please refer to

the 'TVILD Activity Description and Materials List" for a short description and necessary materials

for each activity.

aBearAchievement

Sharing Your WorldWithWildlife

Take Care ofYourPlanet

Proj ect \4rI LD Activity

Adaptation ArtistryColor Crazy

Aguatic WLD ActiityFashion A Fish

Can Do!Improving Wildlife Habitat in

the Community

WildWork

Aguatic WLD ActivityLiving Research

Museum Search For Wildlife

Here Today, Gone TomorrowRare Bird Eggs For Sale

AquaticWLD Actiities:DeadlyWatersWhere Have All The Salmon

Gone?

LitterWe Know

AquaticWLD ActivityzPlastic Jellyfish

Can Do!

Water's Going On?!

Aguatic WLD Activrty:Alice In Waterland

Flip The Switch ForWildlife



BearAchievement #

SavingWell, 13GSpendingWell

Games,Games,Games 15C

lnformation.Please 774

17C

ProjectWILD Activity

Lobster In Your LunchboxWhat Did Your Lunch Cost

Wildlife?

Animal CharadesDeadly LinksHabitat Lap SitHabitat RummyHow Many Bears Can Live In

This Forest?Microtrek Scavenger HuntMuskox ManeuversOh DeerlQrick Frozen CrittersShrinking HabitatThe Thicket Game

A g u a ti c W L D Activtties :Hooks And LaddersMarsh MunchersMigration HeadacheTurtle Hurdles


Animal CharadesVisual Vocabulary

+t

5A

5B

5U

5D

5E

6A

6B

6D

6E

6F

0

FamilyFun 10A

aBearArrowPoint

Elective

Art

Photography

Nature Crafts

Landscaping

ProjectWILDActivity

Adaptation ArtistryCartoons and Bumper StickersColor CrazvDoes Wildiife Sell Cigarettes?Let's Go FlvA KiteMake A Coat

AquaticWILDAdides:K.lp H"lpFashion A Fish


Photos Keep It Happening

Color Crary

Tracls!

Seed Need

SpiderWeb Geometry

Can Do!Improving Wildlife Habitat In

The CommunioLitterWe Know

Planning For People AndWildlife

BearArrowPointElective

Water and SoilConserrr"ation

PrqiectWILDActivity

Smokey The Bear Said What?

Ethi-Thinking

Collecting ThingsEnviro-EthicsLitterWe KnowNo Water OffA Duck's Back

Aq""tirWILD Affiies:DeadlvWatersPhstilJellyfish

Wildlife As Seen On CoinsAnd Stamps

Cartoons And Bumper StickersDoes Wildlife Sell iigarettes?Seed NeedTracks!What's Wild?Wildlife As Seen On Coins

And StampsWildlife In National Svmbols

9A 15C

15D

15F

224

22B

9B

11A., B, C

t2A

t2B

t2E

12FI

t4A

148

o

\4ffiL'r"#fi-:tB ScourThe North Carolina WILD program can be used to meet requirements for Webelo Achievements

found in the Webelos Scout Book (1991 edition). The following suggested Project WILD, includ-

ing Aquatic WILD, activities can be used to help meet Webelo badge, arrow point and activity

badge requirements. The Webelos achievement requirements are listed below in the left-hand

column. The activities that can be used to meet the individual achievements are listed in the corre-

sponding column to the right. Please refer to the'TIILD Activity Description and Materials Listl'

for a short description and necessary materials for each activity.

Webelo Activity Badge ProjectWILD Activity

Adaptation ArtistryColor CrazyDrawing On NatureSeeing Is Believing - The Eyes

Have It

AguaticWLD Actiities:Adaptation ArtistrySeeing Is BelievingWater Plant ArtWhale OfATail

Enviro-EthicsEthi-Reasoning

AguaticWLD Actiities:Designing A HabitatFashion A Fish

Can Dol

Evervbodv Needs A HomeFlio The S*itch For Wildlife!Poiar Bears In Phoenix?What's That Habitat?

Enviro-EthicsForest In A JarImproving Wildlife Habitat In

The CommunityRainfall And The ForestSmokey The Bear Said What?The Thicket Game

And The WolfWore ShoesAnts OnATwigEnvironmental BarometerForest In AJarGrasshopper GravityLearning To Look, Looking

To SeeMicrotrek Scavenqer Hunt

Artist

@

Citizenf f i 7

Communication

t-ill l t l

I ------ I

Craftsmanft&I----

Engineering

^^Io5f ^1^ rq;,r'

Forester

nl \/ \

4F

Naturalist

qt-^

o

Naturalist

K

Webelo Activity Badge

(continued)

Naturalist Related Activities:


Museum Search For WildlifeMy Kingdom For A ShelterSurprise TerrariumUrban Nature SearchWildlife Is Everywhere

Classroom Carrying CapacityDeadly LinksHabitat Lap SitHabitat RummyLitter We KnowOh DeerlQrick Frozen CrittersThe Thicket GameToo Close For ComfortTracks!

A q u a ti c WI L D Actirtties;Migration HeadacheWater Canaries

Animal CharadesLobster In Your LunchboxWhat Did Your Lunch Cost

Wildlife?What's For Dinner?

Aguatic WLD Actiity:Water We Eating?

Animal CharadesThe Power Of A SongVisual Vocabulary

Aguatic WLD Actrvity:To Dam Or Not To Dam

Playng Lightly On The Earth

Outdoorsman

>>*

Showman

\%\ tS

Sportsman

%

o

a

BRrfo?n?*YI""The North CarolinaWILD program can be used to meet some of the requirements for Boy

Scout Rank Requirements found in the Boy Scout Handbook (1990 edition). The following sug-

gested Project WILD, induding Aquatic WILD, activities can be used to help meet different steps

within the Second and First Class Ranks. The specific steps are listed under each rank in the left

column and the activities that can be used to satis$' the step's requirements are listed in the corre-

sponding column to the right. Please refer to the 'IMILD Activity Description and Materials LisC'

for a short description and necessary materials for each activity.

Second Class Rank

)

ProjectWILDActivity

Bird Song SurveyDrawing On NatureFirst ImpressionsGood BuddiesLearning To Look, Looking

To SeeMicrotrek Scavenger HuntPlanting AnimalsUrban Nature SearchWhat's Wild?Who Fits Here?Wildlife Is Everywhere

AguaticWLD Acdines:Are You MelBlue Ribbon NicheRiparian RetreatThe Edge Of Home

First Class Rank

6

ProjectWILDActivity

Learning To Look, LookingTo See

Microtrek Scavenger HuntPond SuccessionUrban Nature SearchWild Edible PlantsWildlife Is Everywhere!Who Fits Here?

Aquatic WLD Acdines:Riparian RetreatWater Plant Art

o

T)OYSCOUT.fD M"rit Badge RequirementsThe North Carolina \IrILD program can be used to meet requirements for Boy Scout Merit

Badges found in the Boy Scout Handbook (1990 edition). The following suggested Project WTLD,

including Aquatic WILD, activities can be used to assist Boy Scouts in achieving various steps for

the merit badges listed below. The merit badges are listed in the left-hand column. The numbers

and letters refer to those listed in the Boy Scout Requirements Handbook. The activities that can be

used to meet the requirements are listed in the corresponding column to the right. Please refer to

the'TIILD Activity Description and Materials List" for a short description and necessary materials

for each activity.a

Merit Badge

American

@Art

@

Bird Study

@

Heritage 1C

14, B, C



Adaptation ArtistryCartoons And Bumper StickersColor CrazyDrawing On NatureEthi-ThinkingEverybody Needs A Home

Cartoons And Bumper StickersDoes Wildlife Sell Cigarettes?Wildlife As Seen On Coins

And StampsWildlife In National Symbols


Pond SuccessionSeeing Is Believing -

The Eyes Have It!Wildlife Is Everywhere

Let's Go Fly A KiteMake A Coat!Planning For People And

WildlifePolar Bears In Phoenix?


Urban Nature SearchWildlife Is Everywhere

Bird Song SurveyLearning To Look,

Looking To SeeUrban Nature SearchWildlife Is Everywhere

Merit Badge

Bird Study (continued) 3

Project WILDActivity

Bird Song Survey


Looking To SeeUrban SearchWildlife Is Everywhere

Adaptation ArtistryBirds Of PreyOwl PelletsWild Words: AJournal-

Making Activity

Birds Of PreyHabitat RummyWildWords: AJournal-

Making Activity

Birds Of PreyDeadly LinksHabitat RummyOwl PelletsWild Words: AJournal-

Making Activity

Habitat RummyWild Words: AJournal-

Making Activiry

WildWords: AJournal-Making Activity

Birds Of PreyMigration HeadachesWild Words: AJournal-

Making Activity

Birds Of PreyMigration HeadachesWild Words: AJournal-

Making Activity

5A

5B

5 L

5D

5E

5F

5G

aMerit Badge

Bird Study.--,

t te\NlI \SJIl \ a . t

\.t

(continued) 5H


Adaptation ArtistryBirds Of PreyOwl PelletsWild Words: AJournal-

Making Activity


Looking To SeeUrban Nature SearchWild Words: AJournal-

MakingActivityWildlife Is Everywhere



MakingActivityWildlife Is Everywhere



Making ActivityWildlife Is Everywhere





Looking To SeeWild Words: AJournal-


WildWords: AJournal-Making Activity

Improving Wildlife Habitat InThe Community

Planning For People AndForWildlife


(continued) 7C

7D


Photos Keep It Happening!



Birds Of PreyDeadly Linl<sOwl Pellets

Migration Headaches

Birds Of PreyDeadly LinksHere Today, Gone TomorrowMigration HeadachesNo Water Off A Ducks BackOwl PelletsRare Bird Eggs For Sale

Forest In AJarPond Succession

Seed Need

Deadly Links

AquaticWLD ActivrnesDeadly SkiesDeadlyWaters

Deadly Links

Aguatic WLD Activrties;Deadly SkiesDeadly WatersWater Canaries

Cabin ConflictEthi-ReasoningKnow Your Legislation:

WhaCs In It ForWildlifeTo Zone Or Not To ZoneWe're In This TogetherWildlife Issues : Community

Attitude Survey

AguaticWLDAcffityTo Dam Or NotTo Dam

When AWhale Is A Right

6C

6A

6B

6D

6E

7E

8A

8B

8C

3B

9C

7A

7B

6G

7A

Citizenship in theWorld

o

Merit Badge

Bird Study

@

Botany

@Chemistry

@

Citizenship in theCommunity

z:\

ffiH)\r:'/

7B

@)\15r'

aMerit Badge

Communications,-+-\/rrl A\\w)


Any Project \ [LD, includingAquatic WILD, activity wouldbe applicable.

Does Wildlife Sell Cigarettes?

Interview A Spider

Cabin ConflictEthi-ReasoningPro and Con: Consumptive

And Nonconsumptive UsesOfWildlife

To Zone Or Not To Zone

Aguatic WLD Actiity:To Dam Or Not To Dam


Aguatic WLD ActivitytNet Gain, Net Effect




Checks and BalancesClassroom Carrying CapacityEverybody Needs A HomeHow Many Bears Can Live In

This Forest?Muskox ManeuversOh Deer!

Qrick Frozen Critters

A g u a ti c W L D Activrties :Designing A HabitatHooks And LaddersMarsh MunchersThe Edge Of A Home

Bird Song SurveyEnvironmental BarometerKeeping ScoreLearning To Look,

Looking To SeeMicrotrek Treasure HuntTracks!Urban Nature SearchWildlife Is Everywhere

MeritBadge

Environmental 38Science (continued)

@

44, B, C

4,q., B, C

7A,D

7A,D




Aguatic WLD Actrities:Blue Ribbon NicheFishyWho's WhoThe Edge OfA Home



Aguatic WLD Activity:Aquatic Times

Deadly LinksHere Today, Gone TomorrowLitterWe KnowWe're In This Together

AguaticWLD 1':ctiviires:.Deadly SkiesDeadly WatersPlasticJellyfish

Can Do!Enviro-EthicsLitter We Know

Aguatic WLD Activraes:fice In WaterlandDragonfly PondPlasticJellyfishSomething's Fishy HereWatershed

WildWork

Aquatic WLD Actlrty:Living Research: Aquatic

Heroes And Heroines

2

J

4A

@

aMeritBadge

Fish andWildlifeManagement


Checks And BalancesDeer CrossingWildWorkHere Todav. Gone TomorrowHistory of M/ildlife ManagementHow Many Bears Can Live In

This Forest?Improving Wildlife Habitat In

The CommunityKeeping ScoreKnow Your LegislationMigration BarriersOh Deer!Planning For People

And ForWildlifePlanting AnimalsShrinking HabitatThe HunterToo Close For ComfortTurkey TroubleWho Pays ForWhat?Wild Bill's FateWildWork

Aguatic WLD Acnvities.Aquatic RootsMigration HeadacheNet Gain, Net Effect

Cabin ConflictCan Do!Checks And BalancesDeadly LinksDeer CrossingEnviro-EthicsEthi-ThinkingHere Todav. Gone TomorrowHistory of!\fildlife ManagementHow Many Bears Can Live In

This Forest?Improving Wildlife Habitat In

The CommunityKeeping ScoreKnowYour LegislationMigration BarriersNo Water Off A Duck's BackNoisy NeighborsOh Deer!Planning For People And

ForWildlifePlanting AnimalsShrinking HabitatTo Zone Or Not To ZoneToo Close For ComfortWe're All In This TogetherWild Bill's FateWho Lives Here?\A4ro Pays For What?

Merit Badge

Fish andWildlife 2Management (continued)


AquaticWLD Activitres:Deadly SkiesDeadly WatersMigration HeadachesPlasticJellyfishSomething's Fishy Here\Arhere Have All The Salmon

Gone?

Can Do!Checla And BalancesDeadly LinksDeer CrossingEnviro-EthicsEthi-ReasoningEthi-ThinkingHistory OfwildlifeImproving Wildlife Habitat In

The CommunityKeeping ScoreKnowYour LegislationMigration BarriersNo Water Off A Ducks BackNoisy NeighborsPlanning For People And

WildlifePlaying Lightly On The EarthToo Close For ComfortWho Pays For What?Wild Bill's Fate

Aquatic WLD Activitl.es;Plastic JellyfishSomething's Fishy HereWatershed

Checks And BalancesDeer CrossingHistory OfWildlife

ManagementKeeping ScoreKnow Your LegislationMigration BarriersOh Deer!Planning For People And

ForWildlifePlanting AnimalsPro And Con: Consumptive

And Non-ConsumptiveUses OfWildlife

The HunterToo Close For ComfortTurkeyTroubleWhat YouWear Is What

TheyWereWho Lives Here?Wild Bill's Fate

0

aMeritBadge

FishandWildlife 4Management (continued)

ProjectWILDActivity

AquaticWLD Affides:Migration HeadacheNet Gain, Net EffectWhere Have All The

Salmon Gone?

Can Do!Improving Wildlife Habitat In

The CommunityPlanning For People And

ForWildlife

Urban Nature Search

Here Today, Gone Tomorrow

Urban Nature SearchWildWords

Aquatic WILD A"nirtr"",Are You Me?Water Canaries

Enviro-EthicsEthi-ReasoningEthi-Thinking

Fire EcologiesSmokey The Bear Said What?

Seed Need

Aquatic WILD Acdines:Are You MelWater Canaries

Ants OnATwig

Ants OnATwigGrasshopper Gravity

Grasshopper Gravity

Ants OnATwig

Ants OnATwig

Deadly Links

Changing AttitudesInterviewA Spider

AquaticWILD AcffityzAquaticTimes

AquartcWLD Actvrty:Aquatic Times

3C

4B

4c

4D

4E

4G

J

ProjectWILDActivity

Make A Coat!What You Wear Is What Thev

Were

AguathWLDAcffityzWhale OfATail


Urban Nature Search


Urban Nature Search

Wildlife Bibliographies


Who Lives Here?

Tiacks!


Deadlv LinksQrickFrozen Critters

AguaticWLD AcnvdtyzWhale OfATbil

4A Power OfA Song

1 HowManvBears Can Live InThis Forest?

Oh Deer!The Beautifirl Basics

2 Seed Need

3 Birds Of PreyDeadlvLinlsQrickFrozen CrittersOwl Pellets

7,2,3 AguaticWILD y'rcdvines:Blue Ribbon NicheMarsh MunchersMicro Odpsey

48 (Birds) ImprovingWildlife Habitat InThe Community

4A,B (Mammals) Tiacla!

MedtBadge

Leatherwork

@MammalStudy

@1

5A.,8, C,D

6A

6B

6C

7D

6

8

9

11

2A,B

3B

Fi"hirg

@ForestryoGeneral Science

@Insect Life

@

3A

3B

1

2

Music

@Nature

@

o

Journalism

@3A

aMeritBadge

Nature (continued) 48 (Plants)

5D

5E

2A

1A, B, C

ProjectWILDActivity

Seed Need

Surprise Terrarium

Seed Need


Aquatic WLD Act:vitLes:Facts And FalsehoodsTo Dam Or Not To Dam

Cabin ConflictEthi-ReasoningPro And Con: Consumptive



Facts And FalsehoodsTo Dam Or Not To Dam

Cabin ConflictEthi-ReasoningPro And Con: Consumptive



Aguatic WLD Actiiies:Facts And FalsehoodsTo Dam OrNotTo Dam

Surprise Terrarium

Photos Keep It Happening!

Water's Going On?!

Aquatic WLD ActritiestAlice In WaterlandWatershed

Aquatic WLD Activitres:.Alice In WaterlandWatershed

Aguatic WLD ActrvitlLes:.Deadly SkiesDeadlyWatersPlasticJellyfishSomething's Fishy Here

MeritBadge

Stamp Collecting

@Weather

@Wilderness Survival

@

10c



AguaticWLDAcffity:Watershed

Aguatic WLD Actiittes:Deadly SkiesDeadly Waters

Wild Edible Plants

Photography

@Public Speaking

@13

Reptile Study

\t/Soil and Water

Conservation

8

9B

4A

5,{, C, D

o

64, B

IDROJECT WILD AND AqUATIC WILD.f Indoor/Outdoor Activity ListNorth Carolina WILD can be used anltime, anlwhere. This activity reference will assist you in

choosing the appropriate activity for indoors or outdoors. Activities appear in alphabetical order.

Aquatic WILD follows the Project \ IILD listing.

a

PROJECT\^/TLDIndoor ActivitiesAdaptation Artistry

And The WolfWore Shoes

Animal Charades

Animal Poetry

Bearly Born

Beautiful Basics, The

Birds of Prey

Birds Song Survey

Cabin Conflict

Can Do!

Carrying Capacity

Cartoons And BumperStickers

Changing Attitudes

Checks And Balances

Classroom Carrying Capacity

CoIor Crazy

Deer Crossing


Eco-Enrichers

Enviro-Ethics

Ethi-Reasoning

Ethi-Thinking

Everybody Needs A Home

First Impressions


Forest In A Jar

Good Buddies

Graphananimal

Grasshopper Gravity

Habitat Lap Sit

Habitat Rummy

Habitrekking

Here Today, GoneTomorrow

History ofWildlifeManagement, A

1t--)rlorch: I Y _

(\aroLtnsYr/ILD

How Many Bears Can Live inThis Forest?

Hunters, The

I'm Thirsty

Improving Wildlife HabitatIn The Community

Interview A Spider

KnowYour Legislation:What's In It ForWildlife?

LitterWe Know

Lobster In Your Lunchbox

Make A Coat!

Migration Barriers


My Kingdom For A Shelter

No Water Off A Ducks Back

Oh Deer!

Owl Pellets

Philosophical Differences


Planting Animals

Polar Bears In Phoenix?

Pond Succession

Power OfA Song, The

Pro And Con: ConsumptiveAnd Non-ConsumptiveUses ofWildlife


Rainfall And The Forest

Rare Bird Eggs For Sale

Riparian Zone


Seed Need

Seeing Is Believing - OrThe Eyes Have It!

Shrinking Habitat

SmokeyThe Bear Said What?

SpiderWeb Geometry

StormyWeather

Sulprise Terrarium

Time Lapse

To Zone Or Not To Zote

Too Close For Comfort

Turkey Trouble

Visual Vocabulary

Water's Going On?!

We're In This Together!

What Bear Goes Where?

What Did Your Lunch CostWildlife?

What You Wear Is WhatTheyWere

What's For Dinner?

What's That Habitat?

What's Wild?

When A'Whale Is A Right

Which Niche?

Who Fits Here?

Who Lives Here?

Who Pays ForWhat?

Wild Bill's Fate


Wildlife Bibliography

Wildlife In National Symbols

Wildlife Issues: CommunityAttitude Survey

Wildlife Research

WildWork

AQYATIC\MILDIndoor ActivitiesAlice In Waterland

AquaWords

Aquatic Roots

Aquatic Times

fue You Me?

Dam Or NotTo Dam, To

Deadly Skies

DeadlyWaters

Designing A Habitat

Dragonfly Pond

Fashion A Fish

FishyWho's Who

Hooks and Ladders

Kelp Help

Living Research AquaticHeroes And Heroine

Marsh Munchers

Migration Headache

Net Gain, Net Effect

Plastic Jellyfish

Riparian Retreat

Something's Fishy Here!

Turde Hurdles

Water Canaries

Water Plant Art

Water We Eating?

WaterWings

Watered Down History

Watershed

Whale of aTale

Where Does Water Go AfterSchool?

Where Have All The SalmonGone?

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aPROJECT\MILDOutdoor ActivitiesAnimal Poetry

Ants OnATwig

Bird Song Survey

Can Do!

Deadly Links

Drawing On Nature

Environmental Barometer

Fire Ecologies

Grasshopper Gravity

Habitracks

Habitrekking

How Many Bears Can LiveIn This Forest?

Keeping Score


Let's Go FlyA Kite

LitterWe Know

Microtrek Scavenger Hunt

Muskox Maneuvers

My Kingdom For A Shelter

Noisy Neighbors

Oh Deer!

Photos Keep It Happeningl

Playing Lightly On TheEarth


Seed Need

Shrinking Habitat

Spider Web Geometry

Succession tansect

The Thicket Game

Time Lapse

Tracks!

Urban Nature Search

W.ildDdiblE PlantrWildWords: AJournal-

Making Activity

Wildlife Is Everywhere

AqUATIC\MILI)Outdoor ActivitiesAlice In Waterland

Fashion A Fish

Hooks and Ladders

Living Research: AquaticHeroes and Heroines

Marsh Munchers

Migration Headache

Net Gain, Net Effect

PlasticJellyfish

Riparian Retreat

Turtle Hurdles

Water Canaries

Water Plant Art

WaterWings

Watered Down History

Watershed

Whale OfATail

Where Does Water GoAfter School?

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IDROJECT WILD AND AQTJATIC \^/ILDI. Activity Description and ilIaterials List-This alphabetized description lists all of the suggested WILD activities. Each description providesa brief synopsis of what the scouts will learn and do during an activity and the materials needed.Suggested grade levels for each activity are listed. However, all activities can be adapted toaccommodate Kindergarten to Adult. The corresponding WILD Guide page number is in paren-thesis (E=Elementary [1986 edition], S=Secondary11986 edition], C=Combinationll,gg2edition],A=Aquatic [1987 edition]). Note: There are many other activities found in the Proiect Wild Guioesthat do not directly correlate to the Scout Requirements.

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PROJECT\ nLDActivity Descriptions

Adaptation Artistry (Grades 4-9)Scouts design and create imaginary birds, and write reportsincluding descriptions ofthe birds'adaptations. Scouti are ableto identify and describe the advanrages-and evaluate the impor-tance of bird adaptations.

aat^e1als: cray^ons, clay, paints, newsprint, pencil and paper(E-97, S-91, C-114) indoor activity

And The WolfWore Shoes (Grades 2-5)Scouts read and divide books into those about "real" animalsand those about "make-believe"animals. Scouts then distinzuishbetween real and fictitious animal characteristics.materials: children's books and comic books with animals.writing materials(E-i63, C-266) indoor aciviry

Animal Charades (Grades 4-12 andup)Scouts define wildlife. Scouts use "chaiades" to distinzuishbetween wild and domesticated animals.materials: none(E-3, S-1, C-4) indoor activity

Animal Poetry (Grades 4-7 and ry)Scouts go outside to imagine themselves as animals, and thenrvrite poems- Scouts recognize and experience the inspirationalvalue of wildlife.materials: writing materials(E-63, S-13, C-70) indoor or outdoor activity

.{nts OnATwig (Grades 3-9)Scouts go outside to observe and demonstrate ant behavior.Thev are able to identify similarities and differences in basicneeds of ants and humans, and generahze that humans andrvildlife have similar basic needs.materials: writing materialsE-9, S-49, C-10) outdoor activity

BearlyBorn (Grades 4-7 andup)Scouts illustrate, compute and fraph weight differencesbenveen people and black bears at varioui stages of maturity.Scouts are also able to identi$' the similar survival needs ofblack bear cubs and human babies.materials: graph paperE-5, S-211. C-6) indoor act iv i ry

Beautifirl Basics, The (Grade 2 and up)Scouts list and organize the needs of people, pets and wildlifeand identif, their five basic survival niedi.materials: chalkboard(E-29, C -30) indoor acdwq/

Bird Song Survey (Grades 9-12)Scouts.inve_stigate an area and use bird-counting techniques torecognize the importance of data collection as one way tb learnmore about wildlife, people and our shared environments.materials: note pads, bird guides, drawing paper or magazineDnotos

Qptional' binoculars, bird call tapes, tape player(5-231, C-200) indoor and outdbor aciiU-ty

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Birds ofPrey (Grades I0-I2)Scouts interpret data, and generate and test hypotheses con-cerning predator-prey relationships, animal populations andenvironmental factors. Scouts recognize the inierdependence ofelements within ecosystems.materials: natural area maps, photographs of predator and prey

:R.:t".:, p^h9,-"^.:pi..r of graphs A-E enlarged for large group ,m.

\J-Z r / , L- t5U, rndoor actl!'lty

Cabin Conflict (Grades 7-12)Scouts participate in a role-playing activity providing them theopportunity to describe possible circumstances and tb evaluatevarious conflicting points ofview in land-use issues involvingpublic and private interests.materials: photocopies of background information, mock court-room(S-185, C-264) indoor activity

Can Do! (Grades 2-9)Scouts select a school environmental project, conduct research,make project plans and follow steps to aicomplish project.Scouts suggest and evaluate alternative ways tb either iolve theproblem or at lease improve the situation. Scouts make plans,successfirlly undertake the project, and analyze and desciibe theprocedures used to accomplish the project.materials: writing marerials, project building tools and materials(E-223, S-201, e-SZZ) indoor and outdooiactivity

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aCarrlang Capacity (Grades 7-72)Scouts become herds of animals seeking food in a physical activ-ity. Scouts will acquire a working understanding of the conceptof carrying capacity. Scouts will be able to formulate and testhlpotheses relating to wildlife populations and carrying capaciry.materials: one bag of dried beans, kitchen timer(3-227, C-I52) indoor activity

Cartoons and Bumper Stickers (Grades 6-12)Scouts find, analyze and discuss cartoons and/or bumperstickers that make a statement about an issue affecting naturalresources and the environment. Scouts describe the use ofhumor as a means of conveying information about environ-mental issues.materials: construction paper, drawing materials, cartoons,bumoer stickers(E-167, S-21, C-230) indoor activiry

Changing Attitudes (Grade s 5 -12)

Scouts design and conduct community interviews focusingon a wild animal and/or the environment. Scouts compile andsummarize the findings.materials: writing materials(E-777, 5-155, C-240) indoor activity

Checls and Balances (Grades 6-12)Scouts become wildlife managers of a herd of animals in apaper/pencil discussion gr-.1 S.oum evaluate hypotheticalwildlife management decisions and become aware of the factorsthat affect the size of a wildlife population.materials: one die per scout, copies of condition cards(E-1.47, 3-223, C-1 86) indoor activity

Classroom Carrying Capacity (Grades K-6)Scouts sit unusually close together and describe the results.Scouts define carrying capacity and give examples of factors thatcan influence the carrying capacity of an area.materials: chalkboard(E-109, C-126) indoor activity

Color Crazy (Grades K-6)Scouts create reoresentations of colorful wild animals and dis-cover that wildlife occurs in a wide vanety of colors.materials: crayons; paint, chalk, construction paper, scissors,glue, pictures of brightly colored animals (i.e. fish, insects, birds)Optional: artificial feathers, colored tissue paper, acorn shells,uncooked noodles(E-11, C-12) indoor activity

Deadly Links (Grades 4-9)Scouts become "hawks," "shrews" and "grasshoppers" in a phys-ical activity that illustrates how pesticides enter and travel upfood chains. Scouts will be able to describe oossible conse-quences ofpesticides entering food chains.

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materials: white and colored pipe cleaners(or laminated papersquares, colored drinking straws, multi-colored dry dog food)30 pieces per scout with a ratio of 2/3 white to 1/3 colored andone Dag per scout.(E-197, 3-723, C-270) outdoor activity

Deer Crossin g (Grades 7 -72)

Scouts are provided background information on an actual issueinvolving a herd ofdeer in Idaho. Scouts analyze and evaluatethe complex factors that arise in wildlife management issues anddevelop options and recommendations to resolve the situationin the best oossible manner.materials: photo.opy of "Deer Crossing" infor-mation(S-183, C-202) indoor activity

Does Wildlife Sell Cigarettes? (Grades 6-12)Scouts evaluate and categorize advertisements as to the use ofwildlife and other natural images, the purposes and impacts ofusing such images, and recommendations of appropriate uses ofnature-derived images in advertising.materials: magairnes and newspapers(E-169, S-23, C-232) indoor activity

Drawing on Nature (Grade s 7 -1.2)

Scouts use technioues ofobservation and visualization to recordwildlife by drawing. Scouts will be able to generalize that wildlifeand other animals are important inspirations for art and science.materials: drawing and art materials(5-67, C-86) outdoor activity

Eco-Enrichers (Grades 6- 12)Scouts experiment with soil and earthworms, evaluating theimportance of plant and animal matter as contributors to soil.Scouts learn that many forms of wildlife contribute to the diver-sity and balance of ecological systems.materials: enough soil for three 1x1x1 containers, earthworms,composting materials(E-69, S-73, C-76) indoor activity

Enviro-Ethics (Grades 6- 12)Scouts develoo and use a "Personal Code of EnvironmentalEthics." Scouis distinguish between actions that are harmfuland beneficial to the environment. Scouts evaluate the appropri-ateness and feasibility of making changes in the way they relateto the environment.materials: none(E-227, S-47, C-326) indoor activity

Environmental Barometer (Grades 3-5 and older)Scouts go outside to observe and count or estimate wildlife in^n ^re , then they do the same in another setting to comparefindings and discuss why wildlife is or isn't present. Scoutsconsider ways in which the presence of wildlife can be used asan indicator of environmental quality. Activity includes theoption of making an "environmental barometer."materials: writing materials, poster board or construction paper,marking pens or crayons(E-73, C-80) outdoor activity

Ethi-Reasoning (Grades 5- 12)Scouts read, discuss, make judgments, and write about hypo-thetical dilemmas concerning wildlife and/or natural resources.materials: laminated cooies of dilemma cards(E-219, 3-197, C-3 1O)-indoor activity

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aEthi-Thinking (Grades K-8)Scouts list activities that might be harmful to wild plants and.rnimals, and use photos or drawings to visualize, discuss,interpret and evaluate these activities. In addition, scouts willb'c able to recommend alternative activities that are not harmfulto the environment.materials: construction paper, crayons, paper, magazinesE-209, 5-193, C-290) indoor activity

EvervbodyNeeds a Home (Grades K-3)Scouts draw pictures of homes and compare their personalneeds with those of animals.materials: drawing paper, crayons or chalkE-31, C-32) indoor activity

Fire Ecologies (Grades 7-12)Scouts conduct a field investigation, becoming famfiar withpositive and negative effects offire (either forest or range) onrvildlife soecies and their habitats.materials: soil analysis equipment (i.e. pH testing paper, soilsample containers), plant and animal field guides, guest speaker,library materials, S-111, C-182) outdoor activity

First Impressions (Grades K-6)Scouts react to a variety ofphotos, distinguishing between reac-tions to animals based on mlth or stereotype, and those basedon accurate information. Scouts also recognize the value of ani-mals' contributions to ecosystems.materials: large photos or drawings of a variety of animals(E-161, C-224) indoor activity

Flip the Switch forWildlife (Grades 5-12)Scouts illustrate the route ofelectricity from its sources to theoudets people use, tracing environmental impacts along its path.Scouts then invent and trv wavs to make beneficial imoacts onrvildlife through their own energy-saving practices.materials: writing and drawing materials(E-217, 3-1.29, C-308) indoor activity

Forest in aJar (Grades K-6)Scouts conduct an experiment using soil, water, seeds, a plantand ajar. Scouts draw a poster to represent their observationsand findings about succession and how environments cancnange.materials: pint or quart jars (one per scout), water, soil, aquaticplants (one perjar), two cups ofbird seedr E-91, C-108) indoor activity

Good Buddies (Grades 4-7)Scouts research pairs of animals that have symbiotic relation-ships. Scouts play a card game and classify the pairs of animalsaccording to three major forms of symbiotic relationships: com-mensalism, mutualism and parasitism.materials: cardboard, several decks of"buddy cards" (designedbv scouts or adult leaders)(E-87, S-89, C-104) indoor activiry

Graphananimal (Grades 2-6)Scouts create collages of animals in two different habitats, and"visit" the habitats by going on a "nature walli' in their class-room. The Scouts tally the number of animals they see, thengraph and compare results.materials: photos or pictures of animals, cardboard for mount-ing photos, notebook paper, graph paper, pencils(E-81, C-100) indoor activity

Grasshopper Gravity (Grades 2-7 andup)Scouts observe, handle and describe live grasshoppers orcrickets. Scouts describe relationships between physical charac-teristics, structure, and function. They observe that wildliferanges from small to large, and occurs in avariety of forms.Scouts recognizn. that people, like themselves, have the power toaffect the environment and other animals and with that oowercomes responsibility.materials: plastic container, hand lens, one live cricket orgrasshopper for every two scouts(E-15, S-59, C-16) indoor and outdoor activiry

Habitat Lap Sit (Grades 4-9 and younger or older)Scouts form an interconnected circle to demonstrate thecomponents ofhabitat and the significance ofloss or changeof factors and species within the habitat.materials: none(E-33, S-47, C-34) indoor activiry

Habitat Rummy (Grades 4-7 and up)Scouts make cards and play a card game that identifies thehabitat components for various species of animals.materials: sets of "Habitat Rummy Cards"(E-41., S-51, C-40) indoor activity

Habitracks (Grades 2-5)Scouts identify the habitat components by using a map andexploring a large outdoor area, i.e. schoolyard or park. Scoutsrecognizr that these components are needed by all animals-both people and wildlife.materials: habitat maps, task cards, and habitat components,glue or tape, scissors, pencils, chalkboard, small paper bags(E-35, C- 36) outdoor activity

Habitrekking (Grades 7-12)Scouts go outside to conduct an investigation requiring obser-vation, interpretation and data-gathering skills. Scouts prepareand present their findings. Scouts recognize that people andwildlife share environments, have similar basic needs, and aresubject to the same or similar environmental problems.materials: copies of "Habitrekking Evidence Lists," materialsavailable for scouts to create visual and verbal reoorrs(S-57, C-56) indoor and outdoor activity

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aHere Today, Gone Tomorrow (Grades 5-12)Scouts become familiar with the classifications of animals as:"threatened," "extinct," "peripheral," "fate" and "endangered."Scouts conduct research and make a master list of threatenedand endangered animals found locally and nationally. Scoutsalso list factors affecting the animals'population status.materials: information from state and federal agencies onthreatened and endangered animals, poster-making materials(E-135, S-115, C-170) indoor activity

History Of Wildlife Management, A (Grades 7 -12)

Scouts generate questions and contact their state wildlife agencyto gain background information concerning the developmentand present philosophy and practices ofwildlife conservationand management.materials: research, letter-writing and skit materials(S-155, C-21.6) indoor activity

How Many Bears Can Live In This Forest?(Grades 3-9 and up)Scouts become "bears" looking for "food" in a "habitat," thusthis activiry teaches scouts about the importance of carryingcapacity for wildlife and people.materials: one envelope or small bag per scout, one blindfold, 5colors ofpaper (4 sheets per color)(E-115, 5-101, C-134) indoor or outdoor activity

Hunters, The (Grades 5-9)Scouts read and discuss a story, describe their feelings abouthunting, compare their attitudes to those of other people, andmake personal judgments about the appropriateness of hunting.materials: copies of the story(E-153, S-157, C-190) indoor activity

I'm Thirsty (Grades 7 -1.2)

Scouts use data provided to perform mathematical calculationsand to make inferences about the importance of adaptations inorder for wildlife to survive.materials: paper and pencil(3-21.9, C-154) indoor activity

ImprovingWildlife Habitat in the Community (Grades 4-1,2)Scouts design and accomplish a project to improve wildlifehabitat in their community. Scouts apply their knowledge ofwildlife, describe essential habitat components arrangedappropriately for the identified wildlife, and evaluate compatibleand incompatible uses of an area by people and identifiedwildlife soecies.materials: writing and drawing materials, poster paper ormodel-making materials, i.e. clay, plaster of Paris, etc.(E-225, S-131, C-324) indoor activity

InterviewA Spider (Grades 5-8 and up)Scouts become reporters and use interview techniques toresearch and write about wild animals.materials: writins materials(tr-13, S-7, C-14) indoor activity

Keeping Score (Grades 4-8)Scouts investigate their neighborhoods for "cause and effect"relationships that help and hinder wildlife, develop and use"community wildlife scorecards," and recommend actions toimprove and maintain the quality of wildlife habitat in the com-munity or their neighborhoods.materials: poster materials, photocopied "Keeping Score" score-cards, chalkboard or bulletin board for display(tr-201, 3-1.27, C-276) outdoor activity

KnowYour Legislation: What's In It ForWildlife?(Grades 7-12)Scouts participate in the legislative process by working on anactive bill being considered in the local government. Scoutsidentify points at which private citizens can have an impact onthe legislative process and evaluate the effectiveness ofthelegislative process based on their personal experience and obser-vations.materials: copy of a bill being considered in local legislature,writing materials, poster board or butcher paper(S-205, C-318) indoor activiry

LearningTo Look, LookingTo See (Grades K-8)Scouts list what they remember seeing in a familiar environ-ment, check their accuracy, and discuss the results. Afterwards,the scouts apply their experiences and new skills to an unfamil-iar outdoor setting.materials: writing materials(tr-181, S-31, C-62) outdoor activity

Let's Go FlyA Kite (Grades 4-6 and up)Scouts design, make and fly kites using wildlife as an inspirationfor their designs.materials: tissue paper of various colors, bamboo strips, smalltacking nails, hammers, sturdy kite string(E-67, C-74) outdoor activiry

LitterWe Know (Grades 4-6)Scouts collect and evaluate litter. Using the collected litter,scouts make collages. Scouts conclude this activity by identifr-ing ways "unsightly litter pollution" can endanger wildlife, andpropose active steps they can take to eliminate these dangers.materials: large sheets of paper for mounting, glue, differentgpes of litter, work gloves, trash sacks(E-51, C-50) indoor and outdoor activity

Lobster In Your Lunch Box (Grades 4-7)Scouts plan and calculate the costs of a family's meals for oneday; create a classroom chart; and analyze, discuss and summa-rize findings. Scouts identifl' sources and derivations offoods.

;;Xr.itr t supermarket advertisements in newspapers, scissors,

Ootional: cookbooks(E-159, 3-233, C-222) indoor activity

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aMake A Coat! (Grades K-6)Scouts make replicas of coats using different materials that rep-resent varying historical periods. Scouts identi$' historical andcurrent sources ofclothing. Scouts follow-up the source identi-fication with classification of these sources as renewable or non-renewable nafural resources.materials: butcher paper, newsprint or large paper shoppingbags, scissors, paint, crayons, yarn, wool scraps, heavy thread,needle(E-75, C-82) indoor activity

Microtrek Scavenger Hunt (Grades 4-6 and up)Scouts go on an outdoor "scavenger hunt" for wildlife, discover-ing that people and wildlife share environments, and that peo-ole are surrounded bv wildlife.materials: hand lens, digging tool, pencil, photocopied instruc-tion sheets (1 copy per 2-5 scouts)rE-21, C-22) outdoor activity

Iligration Barriers (Grades 4-6)Scouts draw murals showing deer migration routes and the con-sequences ofdevelopment ofa highway through the area. Scoutsdefine migration as it relates to wildlife and describe possibleimpacts on wildlife migration patterns as a result of humanirctivities. Scouts give an example of the importance of land-useplanning as it affects people, wildlife and the environment.materials: drawing materials; large butcher or poster paper;background information about deer or other animals in yourreqion that migrate seasonally on land; information about the,rnimals' habitat needs. (Check with local wildlife specialists for,rssistance.)rE-191, C-262) indoor activity

]Iuseum Search ForWildlife (Grades 3-6)Scouts visit a museum or another source of artifacts. identifvn'ildlife that is oortraved in an art form and see how wildlife hassufficient spiritual and aesthetic value to inspire art.materials: none,E-65, C-72) indoor activity

\Iuskox Maneuvers (Grades 4-9)Scouts simulate muskoxen and wolves in an active gameJ epicting the effectiveness of adaptations in predator/preyrclationships, and the importance of predator/prey relationships.rs limiting factors in wildlife populations.materials: cloth bandannas of two different colors (or strips ofcloth) - 72 of one color and 3 ofanother color,E-111, S-99, C-130) outdoor activity

IIv Kingdom ForA Shelter (Grades 5-9)Scouts create replicas of wildlife shelters. Scouts identifr thematerials and techniques used by at least one animal to con-struct its shelter.materials: natural materials (Caution: Avoid damage to animalsand habitat when gathering materials.)lE-47, 3-65, C-46) indoor and outdoor activity

No Water OffA Duclis Back (Grades 6-12)Scouts conduct experiments using water, oil, hard-boiled eggs,detergent and feathers to identif' ways oil spills can affect birdsadversely. Scouts discuss possible negative consequences towildlife, people and the environment from pollutants producedby people.materials: used motor oil, shallow containers, eye dropper, handlens, feathers (natural), liquid detergent, hard-boiled eggs(E-151, S-119, C-274) indoor activity

Noisy Neighbors (Grades 7-12)Scouts conduct an investigation of noise levels in their commu-nity and recognize the effects that human-derived noises canhave on wild animals. Scouts consider alternative behaviors thatmight have less damaging consequences on wild animals. Theyalso make recommendations based on their findings.materials: writing materials, recommended health standardsrof nolseOotional: decibel meter(5-137, C-294) outdoor activity

Oh Deer! (Grades 4-12)Scouts become "deer" and "habitat components" in an activegame. Scouts realize the importance of good habitat, observethe tlpes of limiting factors on wildlife populations and recog-nize that fluctuations of wildlife populations occur naturally asecological systems undergo a constant change.materials: large outdoor or indoor area, flip chart, chalkboard orposter board, magic marker(E-131, S-107, C-146) indoor or outdoor activity

Owl Pellets (Grades 3-7)Scouts examine owl oellets and reconstruct rodent skeletons.Scouts gain an undeistanding offood chains and interdepen-dence within ecological systems.materials: owl pellets, small animal skeleton diagram and skullguide, tweezers, toothpicks, glue, poster boardOptional: hand lenses or magni$ring glasses, gloves(E-725, S-83, C-144) indoor activity

Philosophical Differences (Grades 7 -12)

Scouts select a natural resource-related issue ofconcern tomembers of their community; correspond with representativesofa range ofinterest groups about their philosophical positionsconcerning the issue; recogn\ze the different perspectivesl anddescribe the positive effects of several different points of view.materials: newspapers, magazines or other sources of news,writine materials(S 49 : C -242) indoor activiry

Photos Keep It Happening! (Grades 7-72)Scouts create ohotos or other visual studies of wild or domesti-cated animals, symbolic of their historical and contemporaryinfluence on human cultures. Scouts will be able to interoret theimportance ofwildlife as an inspiration for art and marketing.materials: camera equipment, drawing materials, photographs,magazine illustration s(5-139, C-88) outdoor activity

aPlanning For People And For Wildlife (Grades 4-12)Scouts imagine and research the environmental history of thearea where they live before a community was developed. Scoutsdesign planned communities and build and evaluate models oftheir community designs.materials: construction or model-building materials(E-205, 5-187, C-284) indoor activity

Planting Animals (Grades 4-9)Scouts write a letter to a state or provincial wildlife agenry forinformation and make dioramas of transplanted animals in newhabitats. Scouts will be able to describe reasons for "trans-planting" animals and to identifi one animal that has beentransplanted in their own state or province.materials: writing materials, magazine photographs, scissors, glueOptional: boxes for dioramas(E-147, S-19, C-176) indoor activity

Playrng Llghtly On The Earth (Grades K-8)Scouts look for evidence of games that harm the environment,and then invent and play games with a benign effect on theenvironment. Scouts will be able to distinguish between gamesthat are damaging and not damaging to the environment.materials: outdoor access, list of common games(E-2L1., 5-195, C-292) outdoor activity

Polar Bears In Phoenix? (Grades 2-6)Scouts design and draw a zoo enclosure appropriate for thesurvival of a polar bear in a hot, arid climate. Scouts identif,problems for an animal moved from its natural environmentinto captivity.materials: crayons, paper or modeling materials(E-103, 5-105, C-120) indoor activity

Pond Succession (Grades 4-9)Scouts create murals showing three major stages of pond suc-cession. Scouts will be able to recognize that natural environ-ments are continuously changing. Scouts discuss the concept ofsuccession through oral and pictorial descriptions.materials: paper for murals, crayons, art supplies(E-93, S-95, C-110) indoor activity

Power OfA Song (Grades 6-12)Scouts listen to songs, analyze lpics for environmental mes-sages, and intelpret the influences ofpopular music and otherart forms on people's environmental attirudes.materials: radio, records, tapes, CDs or song books as sources ofpopular songs, record, tape or CD player(E-77 7, S-25, C-234) indoor activity

Pro and Con: Consumptive And Non-Consumptive UsesOf Wildlife (Grades 7-12)Scouts research and debate the different uses ofwildlife aswell as reasons offered for and against consumptive and non-consumDtive uses.materiis: research and writing materials, debate arrangement inscout meeting area(S-33, C-250) indoor activity

Qrick Frozen Critters (Grades 4-6 and younger or older)Scouts play an active version of"freeze tag" simulating preda-tor/prey relationships. Scouts recognize that limiting factorsaffect wildlife populations and describe the importance ofadaptations in predator/prey relationships.materials: food tokens, approximately 3 per scout, (created fromcardboard or other materials), bandannas or vests to identifypredators, 4 to 5 hula hoops, writing materials or chalk, posterboard or chalkboard(E-105, C-1,22) indoor or outdoor activity

RainfallAnd The Forest (Grades 6-9)Scouts work with state highway and vegetative maps todetermine relationships between rainfall, vegetation and animalhabitats. Scouts will be able to: correlate rainfall data withvegetative communitiesl correlate vegetative communities withanimal life; recognize interrelationships among living andnonliving elements of the environment; and understand thatpopulations and the fluctuations ofthese populations areinfluenced by ever-changing climactic conditions.materials: state highway maps ( 1 map per 2 to 3 scouts), sheetsof tracing paper the size of the maps, elevation and rainfallinformation for 30 communities, vegetative maps of the state.(E-727, S-75, C-140) indoor activify

Rare Bird Eggs For Sale (Grades 7-12)Scouts debate and examine the reasons for and conseouences ofman's tendencies to collect natural resource items. Scouts willsuggest alternatives to satisfi collection needs. Scouts will beable to identify some reasons for and consequences of collectingwildlife and wildlife Droducts.materials: reference materials, writing materials, debate arrange-ment in scout meeting area(S-35, C-296) indoor activity

Riparian Zone (Grades 7-72)Scouts simulate a Board of Commissioners hearing. Byresearching and preparing a presentation on a land-use planningissue from the point ofview ofa special interest group, Scoutsincrease their understanding ofthe effects various q?es oflanddevelopment on wildlife. Scouts should recognize the usefi.rlnessof land-use planning as a tool by which to minimize negativeimpacts of some kinds of development.materials: butcher paper or newiprint, commission hearingroom arrangement in scout meeting area, copies of "At Issue"from the Project WILD guide(S-181, C-206) indoor activity

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aSaturday Morning Wildlife Watching (Grades K-6)Scouts watch, report, discuss and evaluate cartoons on televisionor in comics. Scouts distinguish between realistic and unrealisticportravals ofwildlife and other animals in cartoons. identifvposibl. influences on people from watching cartoons, and'make judgments about appropriate and inappropriate behaviorsthey feel can result from cartoon watching.materials: access to television for cartoon viewinE or comicbooks' E-I65 , C-228) indoor activity

Seed Need (Grades 5-6 andyounger)Scouts gather seeds by going outside and wearing socks overtheir shoes. Scouts investigate how seeds are carried by animalsand how wildlife contributes to the ecological systems based onthis example of seed dispersal.materials: large fuzzy socks (1 to 2 socks per scout), maskingtape Optional: one shoe box filled with planting medium perscout, cookie sheets or trays to place shoe boxes used as planters\E-77, C-78) indoor or outdoor activity

Seeing Is Believing - The Eyes Have It! (Grades K-6)Scouts use kaleidoscopes, binoculars or telescopes, and fish-eyemirrors. Scouts imagine which animals might have such visionrnd make posters depicting animals that do have such vision.Scouts will be able to identify different kinds of vision as anexample of adaptation in animals.materials: set up 3 different stations-one station with kaleido-scope, one with telescope or binoculars and one with fish-eyernirror or photographs taken with similar lens, magazines withu-ildlife photographs or wildlife stamps, glue, poster materialsE-99, C-176) indoor activity

Shrinking Habitat (Grades 4-7)Scouts simulate a Drocess of land develooment in a construction;rcrivity. Scouts evaluate the importancebf suitable habitat foru'ildlife and recognize that loss ofhabitat generally is consideredto be the most critical problem facing wildlife today. Scouts willhe able to describe some effects of human develooment of land.rreas on plants and animals previously living in the area.materials: green and blue construction paper, desla, tables,chairs, 5 to 6 bed sheets or blankets for a group of25 scoutsE-187, 5-173, C-258) indoor/outdoor activity

SmokeyThe Bear Said What? (Grades 4-6)Scouts brainstorm about positive and negative effects offorestand grassland fires, conduct research, and create murals showingchanges from fire in forest and grassland ecosystems.materials: art supplies, butcher paper, newsprint or other papertbr mural disolavr E-143, C-f 7Aj;ndoor activiry

SpiderWeb Geometry (Grades 10-72 and younger)Scouts research the soider oftheir choice. Scouts construct areplica of the spider'jweb, applying principles of geometry.Scouts recognize spiders as wildlife and generalize that peopleand wildlife share environments.materials: writing materials for use in research, measuringinstruments, thread or thin yarn, glue, fixative (like hair spray)(5-215, C-58) indoor and outdoor activity

StormyWeather (Grades 4-9 and up)Scouts use "guided imagery" to experience a storm. Scoutsgeneralize that humans and wlldli{e share environments andexperience some of the same natural phenomena.materials: none(E-25, S-3, C-26) indoor activity

Succession Transect (Grades 8-12)Scouts go outside and use a survey tool to conduct an investiga-tion involving the concept of succession. Scouts will be able toobserve and record elevation and vegetation of two environ-ments. Scouts should recognize that change is constant in nat-ural systems and that succession is one example of such change.materials: survey tools (created with 4 meter sticks, 3 bolts, anda small level), writing and graph paper, access to an area thatincludes two different habitats or ecosvstems(S-97) outdoor activity

Surprise Terrarium (Grades K-3 and up)Scouts observe a live animal using camouflage techniques.Scouts identif, camouflage as an example of animal adaptationsand the importance of these adaptations.materials: terrarium with vegetation and one animal suited tothe habitat created in the terrarium (the animal should be onethat uses camouflage as a form of adaptation to survive, i.e.leaf hopper, tree frog, tree lizard, walking stick, grasshopper,earthworm), photographs of animals that use camouflage ormagazines that allow scouts to find such photographs(E-101, C-118) indoor activity

The Thicket Game (Grades K-6)Scouts become "predator" and "prey'' in a version of"hide andseek." Scouts experience how animals use some adaptations inorder to survive.materials: blindfolds, outdoor area like thicket or othervegetat-ed areawhere scouts can safely hide(E-95, C-IL2) outdoor activity

Time Lapse (Grades 7 -72)

Scouts prepare and present a visual interpretation of concepts ofvariation, change or adaptation in ecosystems.materials: photographic equipment and materials or any othervisual medium of the scouts'choice(S-93, C-156) indoor and outdoor activity

o

aTo Zone or Not to Zone (Grades 6-9)Scouts role-play a County Commissioners' meeting about aland-use issue. Scouts can understand the imoortance as well assome of the complexities of land-use planning and decision-making. Scouts identi$, social and ecological considerationswhere human uses of land conflict with each other and withwildlife habitat needs.materials: copies of role descriptions, set up mock hearing roomOptional: props for role-playing(E-193, 3-777, C-266) indoor activity

Too Close For Comfort (Grades K-7)Scouts experiment with physical distance and levels of comfortin humansl estimate appropriate distances between humans andwildlife under various conditions; hypothesize about indicatorsof animal discomfort; and summarize reasons to avoid animaldiscomfort through crowding.materials: none(E-185, 5-121, C-254) indoor activity

Tiacks! (Grades 4-7 and up)Scouts make plaster casts of animal tracks. Scouts will identifycommon animal tracks.materials: plaster of Paris, mixing containers, spray shellac orplastic, petroleum jelly, cardboard, knives, sandpaper, black inkor paintOptional: loops ofwire(E-55, S-45, C-52) outdoor activity

Turkey Trouble (Grades 10-12)Scouts make computations and interpret results. Scouts willacquire a working knowledge of some factors affecting wildlifepopulations.materials: paper, graph paper, pencils(3-227, C-1,64) indoor activiry

Urban Nature Search (Grades 4-9 and up)Scouts go outside to observe an environment, using a question-naire to assist in gathering data.materials: questionnaires, writing materials, outdoor setting toconduct the investigation(E 83, S 79, C 102) outdoor activity

Visual Vocabulary (Grades 4-7and up)Scouts rwiew vocabulary and wildlife concepts through the useoI Dantomlme.materials: "glossary"; small pieces of paper with words printedon them, container(E-119, S-15, C-138) indoor activity

Water's Going On?! (Grades 5-9)Scouts estimate and calculate how much water they use inschool, and then design and try ways to conserve water.materials: chalkboard, pencil, paper(E-273, 3-235, C-304) indoor activity

We're In This Together (Grades 9-12)Scouts interview people to identi8, environmental problems,then analyze, interpret and summarize their findingsrecognizing that people, domesticated animals and wildlifeare subject to the same or similar environmental problems.materials: writing materials, chalkboard(S-135, C-60) indoor activity

What Bear Goes Where? (Grades K-3)Scouts construct posters of three different bear species andtheir habitats, identif ing each bear's needs and adaptations tosuit its habitat.materials: pictures of3 bear species, 3 sheets ofbutcher paper ornews-print with labeled outline of one bear species on eachsheet, construction paper, pencils, scissors, glue(E-79, C-98) indoor activity

What Did Your Lunch Cost Wildlife? (Grades 4- 1 2)Scouts trace food sources, diagram environmental impacts,and apply the knowledge they gain by making changes in someof their consumer choices. Scouts will be able to trace somefoods back to their source. They will pinpoint environmentalinfluences affecting food production and discuss the impactthese oractices have on wildlife and the environment as food isproduied, processed, packaged and sold to the consumer.materials: writing and drawing materials(E 21,5, S 203, C 306) indoor activity

What You Wear Is What They Were (Grzdes 7 -72)

Scouts draw, label and analyze their clothing according to thenatural resources from which they are derived. Scouts makepersonal judgments about appropriate uses of natural resourcesbased on criteria that they establish. Scouts distinguish betweenrenewable and nonrenewable natural resources. Scouts recog-nize environmental consequences of clothing preferences.materials: drawing materials, notebook paper(S - 1 47 ) indoor activity

What's For Dinner? (Grades 3-7 and up)Scouts list and analyze the sources of food. Scouts will beable to generalize that all animals, including people, dependon olants as food. Scouts will determine direct and indirectdepindency on plants as food sources.materials: writing materials, poster board, drawing materials,chalkboard(E-49, 5-63, C-48 ) indoor activity

What's That, Habitat? (Grades 2-3)Scouts draw pictures of people's and animal's homes, comparingbasic habitat needs.materials: drawing paper and materials, crayons or colored chalk(E-39, C-38) indoor activity

@

a\\'hat's Wild? (Grades K-3)i:,ruts find and classif' pictures of wild and domesticated..:rirnals and construct collages. Scouts distinguish between'' :ldlife and domesticated animals.rrraterials: mag zine or newspaper pictures of a wide varieqt of..:rir.nals, poster board or hear,y construction paper, glueF,-1, C-2) indoor activity

\\'hen A Whale Is A Right (Grade s 7 -12)ir,ruts hold a hypothetical meeting of the International\\'haling Commission. Scouts recognize and evaluate how the.,lliances and the relationships between and among nations,-ct rvildlife and wildlife issues.nraterials: research materials, meeting area set up like a meeting

--t-rS, C-ZSO) indoor activiry

\\ 'hich Niche? (Grades 7-12)' .:ts define "ecological niche" and give at least one example' ,:: trnimal and its ecological niche. Scouts compare ecological

.:. rvith careers in their community.r:rrterials: guest speaker, chalk board, reference materials' . ) l . C-158) indoor act iv i ry

\\'ho Fits Here? (Grades 7-9)' .:ts play an identification game using posters and cards,'. . .lnizine that each environment has characteristic life forms

:.,:.:ed to live there..r.rierials: poster board for 10 posters, crayons, paints, magazine

:, r.qraphs for posters, index cards or construction paper fort ...i.rotation cards' .. . L -IbU) rndoor actrvrty

\\ ho Lives Here? (Grades 4-9)\ :ts research and write reports about native and introduced' :::.rl species in their area ;r in the United States. Scouts recite

,::r;,lei of the effects of introducing animal species into an'... *'here they were not originally found. Scouts conduct a

-' .:1. "quiz" and discussion.::rrterials: research materials, writing materials: - i -19, S-17, C-174) indoor activity

\\'ho Pays For \A/hat? (Grades 7 -1.2)., 'uts identi& and acquire a working knowledge of the major. ..r.es of income used in support of wildlife and wildlife habi-'.r: in the United States. Scouts correspond with agencies about:::'.,)unts, uses and problems concerning such funding, and- .::rmarize their f indinss.materials: research and letter-writing materials<-191, C-2I2) indoor activity

Wild Bill's Fate (Grades 7-12)Scouts investigate pending legislation affecting wildlife. Scoutscontact agencies and organizations for information about thelegislation and recognize legislative processes that affect wildlife.materials: writing materials, telephone, stamps(S-143, C-316) indoor activity

Wild Edible Plants (Grades 7 -72)

Scouts create a local seasonal calendar identi$'ing native edibleplants and their uses. Scouts recognize that all cultivated plantswere originally derived from wild plants.materials: poster-making materials, reference materials on wildedible plants, access to area containing wild and edible plants(S-171, C-90) outdoor activity

Wild Words. . . A Journal-M aking Activity ( Grades 4- 12)Scouts go outdoors to create and write in personally designedjournals. Scouts record their observations and descriptions in awritten and visual form.materials: construction paper forjournal covers, unlined paper,staples, stapler, writing and drawing materials(E 59, S 9, C 66) outdoor activiry

Wildlife As Seen On Coins And Stamps (Grades 7-12)Scouts describe coins and stamps as examples of ways thatpeople utilize symbols to represent values of wildlife. Scouts usereference materials and actual examples to studv how wildlife isportrayed on coins and stamps.materials: coins and stamps that use wildlife illustrations -

actual examples or reference materials illustrating wildlife oncorns ano stamDs(S 141, C 92) indoor activity

Wildlife Bibliography (Grades 7- 12)Scouts research and construct annotated bibliographies. Scoutswill be able to give examples of ways in which wildlife hasinfluenced the development of human societies and to describeimportant social and political value of wildlife for people.materials: writing materials, library reference materials(S 145, C 94) indoor activity

Wildlife In National Symbols (Grades 4-9)Scouts research national svmbols and make Dosters todepict their findings. Scouts will identif' wiidlife used innational symbols and will hypothesize why wildlife isused as national symbols.materials: library reference materials, poster-making materials(E-175, 5-169, C-238) indoor activity

Wildlife Is Everywhere (Grades K-3 and up)Scouts go outdoors and survey their environment, looking forevidence of wildlife. Scouts will be able to realize that humansand wildlife share environments.materials: access to outdoor area, string(tr-19, C-20) outdoor activiry

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aWildlife Issues: CommunityAttitude Sunrey (Grades 6-72)Scouts assess the values held by various groups and individualsby surveying attitudes about a wildlife-related issue in theircommunity. Scout learn to distinguish between beliefs, valuesand attitudes.materials: writing materials, library reference materials(C -244) indoor activity

Wildlife Research (Grades 7-12)Scouts evaluate various types ofresearch that involves wildlife.Scouts identify reasons for resdarch related to wildlife. Scoutsdesign and conduct awildlife research proposal. Scouts considerappropriate and inappropriate kinds ofresearch and researchoractices.materials: writing materials, library reference materials andother resources(5-69, C-198) indoor activity

Wildwork(Grades K-12)Scouts list wildlife-related careers, describe the potential careersand &amatize wildlife-related occupations.materials: writing materialsOptional guest speakers with wildlife-related careers(E-129, 5-153, C-168) indoor activity

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aAqrrATrcwrLDActivity Descriptions

.\lice In Waterland (Grades 1-6):.outs use guided imagery, lecture-discussion and student-:rthered data to explore water use and its effects on wildlifei:.rbitat. Scouts trace where the water they use came from ands'here it goes after they use it. Scouts identi$, potential prob-lcms human water useage has on terrestrial and aquatic wildlife.\\'ith data and discussions in mind, Scouts develop and practice:csponsible water conservation behaviors.nraterials: one water-use information sheet per scout, several. ,ng sheets of butcher paper or newsprint, art materials, poster:':ints. vivid oastels or chalks. \- I /)J rndoor or outdoor actrvrty

.\qua Words (Grades 1-12)'.. .:t. brainstorm and list water words, make word treesv - '.- .c *'ords and write ooetic statements about water.ihrs actrvity ailows the Scouts to describe avaflety of ways and.easons why water is important to people and wildlife.materials: writing materials

1.- I indoor activity

Aquatic Roots (Grades 5-12):couts use reference materials and reinforce library skills toresearch various local aquatic plants and/or animals. Scouts willr.rtegorize local aquatic animals and/or aquatic plants as natives, rr exotics. Scouts will investigate the impacts of aquatic wildlifelnd plants on people and other animals.materials: wodd map, yarn, paper, reference materials, list ofItrcal exotic plants and animals, encyclopedias, reference books\ote: local fish and wildlife agencies, nature societies, wildlife,rrganizations and garden clubs can assist in developing list.-\-93) indoor activity

-{quatic Times (Grades 1-12)Scouts investigate, write and produce a newspaper that features.]quatic information and issues. Scouts will use the simulatednervspaper to identift a diversity ofissues related to aquatic,rrganisms and habitats, and develop their own opinions con-cerning some current aquatic wildlife and habitat issues.materials: library resources, current n t.fie magazines (e.g.\Vild[fe in North Carolina, Ranger Rick, National Geographic),rvriting materialsOptional: typewriters, cameras, tape recorders, computers/ a i a - \ . !

(,.\- I r / I rnooor actltv'lty

Are You Me? (Grades K-2)Scouts use picture cards and match pairs ofjuvenile and adultaquatic animals. Scouts will be able to recognize various youngstages of aquatic animals and match them with correspondingadult stages.materials: cardboard for making picture cards, marking pens,colored pencils or crayons(A-13) indoor activity

Dam Or Not To Dam, To (Grades 4-12)Scouts role play individuals representing different perspectivesand concerns related to potential positive and negative effectsfrom constructing a dam on a river.materials: role playing cards(A- 1,25) indoor activity

Deadly Skies (Grades 1-12)Through simulations and direct measurement, Scouts viewdamaging conditions of acidity in aquatic habitats. Scoutsdescribe acid rain, describe the effects ofacid rain on aquaticlife and generate and test hypotheses concerning e{fects ofacid precipitation.materials: one cup of vinegar, two spray bottles, litmus paperfor testing acidity, two trays of bean seedlings grown in theclassroom (or bean sprouts purchased at a local grocery store)(A.-133) indoor activity

Deadly Waters (Grades 3-12)Scouts will name and describe different sources of aouaticpollution. Scouts analyze the pollutants found in a hypotheticalriver. Scouts graph the quantities ofdescribed pollutantsand make recommendations about actions that could imorovethe habitat.materials: 10 different colors of construction paper (2 sheetsofeach color), writing or graph paper, tape or glue, paperpunch, "Pollutant Information" sheets (one sheet per scout),1/4 teaspoon measuring spoon (ifusing paper punch tokens),L tablespoon measuring spoon (if usingU2-inch square tokens)(A- 1.37) indoor activity

DesigningA Habitat (Grades 4-12)Scouts will design a habitat.suitable for aquatic wildlife tosurvive in a zoo or an aquarium. Scouts will identi$r thecomponents of habitat that are essential for most aquaticanimals to survive.materials: 3-by 5-inch index cards, art supplies, writing materi-als, paper mache, modeling clay, gallon jars, string, cardboard,cardboard boxes. (Boxes can be used as frames for models.)(A-19) indoor activity

Dragonfly Pond (Grades 4-12)Scouts create a collage of human land-use activities around animage of a pond. Scouts evaluate the effects of different kinds ofland use on wetland habitats and discuss and evaluate lifestylechanges to minimize damaging effects on wetlands.materials: You will need all supplies listed below for every 3scouts: scissors, masking tape, paste or glue, paper, one set of"Land-use cutouts," one "Dragonfly Pond" cutout, a large pieceof paper (measuring 78by 2$ upon which to fasten the cutouts(A-143) indoor activity

q

aFashion A Fish (Grades K-12)Scouts design avarrety of fish adapted for various aquatic habi-tats. The created fish will allow Scouts to describe adaptationsof fish to their environments and interpret how specifii adapta-tions help fish survive in the aquatic habitat.materials: five cards for each adaotation from the provided mas-ters (mouth, body, shape, coloration, reproduction), art materi-ars, Paper.Note: Body, shape and coloration are the only cards needed foryounger scouts.(A-81) indoor or outdoor activity

FishvWho's Who (Grades 4-12)Scouts make an inventory of fish habitats that exist in their localarea. obtain information about the various fish soecies that occurin these habitats and locate the fish species on a map accordingto where the fish occur. Scouts will recognize and identify themajor species of freshwater and/or saltwater fish species.materials: local maps ofwaterways and watersheds, writingmaterials, newsprint, art materialsOptional: guest speaker to provide information about thelocal area(A-79) indoor activity

HooksAnd Ladders (Grades 3-9)Scouts simulate salmon and the hazards faced by salmon in anactive game simulating the salmon's life cycle. Scouts will recog-nize that some fish species migrate as part of their life cycle,identifi the life cycle, including limiting factors, of one or morefish species and generalize that limiting factors affect all popula-tions of animals.materials: large outdoor or indoor plE tng area (100 by 50 feet),about 500 feet ofrope or string, 6 traffic cones (rope and conesused for marking boundaries), masking tape (if playing indoors),jump rope, 2 cardboard boxes, 100 tokens (use colored 3-by 5-inch index cards or poker chips)(A-69) indoor or outdoor activity

Kelp Help (Grades 6-8)Scouts use library skills to research kelp, to create a mural, andto report their findings to other Scouts. Scouts will be able tolist and describe different wavs that kelo can be beneficial tohumans, wildlife and the environment.^materials: paper, pencils, art materials, standard library refer-ence resources(A-45) indoor activity

Living Research: Aquatic Heroes And Heroines (Grades 7-12)Scouts identifr people, through news media, current events,local newspapers or other means, who have made contributionstoward conserving or preserving aquatic environments. Scoutsdescribe their contributions by interviewing them, writing abiography or an editoriar.materials: writing materials, envelopes, postage, telephoneOptional tape recorder, video recorder, camera, film, dark-room(A-149) indoor and outdoor activity

Marsh Munchers (Grades 3-6)Scouts will be able to identif, a food web in a salt marsh. Scoutsuse body movement and pantomime to simulate the feedingmotions of marsh animals and to identiS, their interconnected-ness in a food web.materials: timer, construction paper for tokens in 5 colors: red,blue, yellow, green, white, "Predator Feeding Behavior" cards,"Detritus Feeder" cards, one envelope or bag per scoutNote: This activity is written for approximately 25 Scouts, 1/5of the scouts will role-plav Dredators and 4/5 of the scouts willrole-olav detritus .rt.ir.

"

(A-53) indoor or outdoor activity

Migration Headache (Grades 4-12)Scouts role play migratingwater birds traveling benveen nestinghabitats and wintering grounds. Scouts determine the hazardsin nesting and wintering habitat areas. Scouts list limiting fac-tors affecting populations of migrating water birds, predict theeffects of such limiting factors and describe the effects of habitatloss and degradation on populations of migrating water birds.materials: large playing area of gymnasium, 2 paper plates per 3scouts or use 12-inch squares ofcarpet samples(A-87) indoor or outdoor activity

Net Gain, Net Effect (Grades 3-6)Scouts conduct a simulation to explore the evolution of fishingand the effects ofchanging technology on fish populations.Scouts describe the evolution offishing from the techniques ofearly humans to contemporary times, and inteqpret the possibleeffects ofchanges in technology on fish populations.materials: nets of differing mesh size, onion bags, potato bags,fruit bags or netting from hardware store, plain cloth fabric (i.e.muslin) for nets, variety of dried beans and grains (one poundeach of lima beans, pinto beans, black beans, lentils, rice), writ-ing materials, 4 containers large and deep enough to hold 1/4 ofthe beans and grains(A-97) indoor or outdoor activiry

Plastic Jellyfish (Grades K-12)Scouts monitor the plastic waste generated in their own house-holds; research effects of plastic waste on freshwater andsaltwater life; and propose various ways to lessen the plasticwaste oroblem.materials: nets of differing mesh size, onion bags, potato bags,fruit bags or netting from hardware store, plain cloth fabric (i.e.muslin) for nets, variety of dried beans and grains (one poundeach of lima beans, pinto beans, black beans, lentils, rice), writ-ing materials, 4 containers large and deep enough to hold 1/4 ofthe beans and grains(-4-159) indoor and outdoor activity

o

Riparian Retreat (Grades 6-12)Scouts create an awareness ofa riparian zone through use ofguided imagery, field trip and/or art work. Scouts d"escribe habi-tat characteristics ofriparian areas, identifi' animals that inhabitriparian areas and state the importance ofriparian areas towildlife and humans.materials: art materials, water colors, acrylics, poster paints,crayons(A-31) indoor or outdoor acriviry

Something's Fishy Here! (Grades 2-8)Scouts read a book or a story and create their own ending thatrvould lead to environmental action in their communitv. Scoutsidentif, potential cause-and-effect relationships i.ruolring.rquatic pollution. Scouts will: examine their attitudes reg:arding:rquatic pollution; generate and evaluate alternative solutions toproblems of aquatic pollution; and outline a plan to initiatecnvironmental action to reduce the negative consequences ofrquatic pollution in their communitieslmaterials: one copy of the story for each scout, writing materials-\-169) indoor activiry

Turde Hurdles (Grades 4-12)Scouts become sea turtles or limiting factors in an active game.Scouts will be able to describe the life cycle of sea turtles,ldenti-n'specific mortality factors related to sea turtles, make infer-cnces about the effects of limiting factors on sea turtle popula-tions and make recommendations for ways to minimize the fac-trrrs that contribute to the possible extinclion ofsea turtles.materials: large outdoor rr., o, gymnasium, string or rope tomark the playing area (approximately 500 feet), 4 traffic conesto mark corners, photocopied sets of "Turtle Cards" (about1.500 cardsper 30 Scouts), identity tagfor each limiting factor,J packets of3-by 5-inch index cards for year tokens, containerc.g., wastebasket) for the mortality zone-\-153) indoor or outdoor activiry

\\hter Canaries (Grades 4-12)Scouts investigate a stream or pond using water sampling tech-niques. From these samples, Scouts will be able to identify sev-er'al aquatic organisms, and assess the relative environmentalquality of a stream or pond based on indicators of pH, waterlemperature, and the presence of a diversity of organisms.materials: reference books with taxonomic keys (e.g., TheC'olden Guide to Pond Life), sampling equipment, se1.re netr,sieves, trays, assorted containers, white trays (plastic, Stynofoam,porcelain), magnifring lenses, eye droppers, forceps, water-qualiry test kit, thermometer, meter sticks, tape measuretA-35) outdoor activity

aWater Plant Art (Grades K-12)Scouts will be able to identif' avariety of aquatic plants and tocreate artwork from pressed aquatic plants.materials: seaweed, grasses or samples of other aquatic plants,shallow pan filled with fresh water, heavy and porous whitepaper, wzlx paper, newspapers, several large hear,y books, orplant press if available, wateqproof marking penNote: A guide to common aquatic plants would be helpful. TheGolden Press guides to pond life and seashores are suggestedexamples of available resources.(A-11) indoor and outdoor activiry

WaterWe Eating? (Grades K-12)Scouts vis't a local supermarket or grocery store and compile alist ofproducts that originate in aquatic habitats. Scoutsdescribe the importance of aquatic environments as food sources.materials: transportation for a field trip to a local grocery store,writing materials, paper, clipboard, world map, magazines ornewspapers if field trip is not possible(4.-113) indoor activity

Water Wings (Grades 5-9)Scouts illustrate the water cycle and describe the interrelation .of the world's waters. Scouts restate the importance of water topeople, plants and animals. This activiry utilizes guided imageryartwork and poetry-writing skills.materials: tape-recorded music of water sounds or "ecosystem"recordings of an aquatic habitat, art materials (water-baiedg{nts, brushes, paper, containers for the water,writing materials(A-3) indoor and outdoor activity

Watered-Down History (Grades 4-8)Scouts investigate the history of a chosen waterw^y throughstandard reference sources as well as taped personal interviewsand public records, where available. Scouts will display theirfindings on a mural.materials: corrnty, state and,/or regional maps, names of agenciesresponsible for historical records, art materialsOptional: names of local, older citizens who might be inter-viewed and tape recorder(A-109) indoor (optional outdoor) activiry

Watershed (Grades 4-12)Scouts describe the characteristics ofwatersheds. Scouts measurethe area of a small watershed and calculate the amount of waterit receives each year. Scouts discuss the varied roles watershedsplay in human and wildlife habitats. In addition, Scouts giveexamples of how watersheds can be conserved and prote-ted.materials: 6 stakes or markers, hammer, two 50-fobt measuringtapes, two 100-foot measuring tapes, writing materials, clip-boards, large pad ofpaper for displayNote: Twine or hear,y string can be marked at intervals andused instead of measuring tapes.(,4.-163) indoor and outdoor activity

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Whale OfA Tail (Grades 2-8)Scouts describe the sizes of different whales compared to theirown body size. Scouts compute, graph, measure and draw orsculpt life-size replicas of whales.materials: l-inc-h gud paper (photocopied from provided mas-ter), large sheets of paper Q4-by 32-inch flip chart or butcherpaper),200 to 300 feet of twine, *iti.g materials, measuringdevices (meter sticks, yardsticls, tape measures), chalk, caryen-ter's chalkline(A-27) outdoor (optional indoor) activity

Where Does Water Go After School? (Grades 6-12)Scouts describe relationships between precipitation, runoff andaquatic habitats. Scouts measure and calculate tlle area of alotgeoutdoor site, i.e. sc.hoolyard or parking lot; calculate the volumeand weight of water falling on the designated areq and deter-mine specific and annual rainfall. Scouts will use the collecteddata to trace the pattr ofwater runoffto aquatic habitats.materials: writing materials, calculator, tnrndle wheel, meter oryardsticks, long piece oftwine, rain gauge, local rainfall data(A-75) indoor and outdoor activity

Where HaveAllThe Salmon Gone? (Grades 6-12)Scouts graph and interpret actual fish populations data inrelation to historical events. Scouts inteqpret and make infer-ences about fluctuations in fish populations from actual dataand tnalyze the effects ofhuman use and habitat changeson a fish population.materials: graph paper, copies of fish-catch data, informationabout each fish species and historical information(,4'-103) indoor activity

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a

l\Tc wrLD cArvrPoREESI \ and Other Scouting EventsS-C-WILD can be utilized by Scouts in a variety ofways. The activities found in the ProjeaWILD

rtivity guides can be used for group meetings, day-long events, and even camporees and camping

uipe. They can be used at the unit level, district level and at the council level. N.C. WILD can also

essist in obtaining rank, merit badges and achievements. The following is a brief overview of how to

c N.C. WILD in a Scouting event. It is based on a model camporee thatwas planned, developed

md held by the Occoneechee Boy Scout Council.

On a beautifirl autumn weekend in 1993, the Raleigh-bcscd Occoneechee Boy Scout Council, the North CarolinaWldlife Resources Commission and the North CarolinaWildlife Federation joindy held an extremely successfirl three-de.v Camporee after months of logistical and programmaticpnning and organizing. The Camporee's theme, "AllThingsArc Connected," created interest and continuity throughoutrl- svgn1. This theme provided unit leaders, Cub and BoyScu,rs, parents, volunteers and support staffwith informationld activities that emphasized the ecological connections@ng four major natural resource components: water, soil,6rcst and wildlife.

Approximately 6,500 youth and adults participated in theclnporee. Several pre-camporee N.C. WILD-Scout leaderrnining workshops provided specific activities that targetedcech component of the 'Al1 Things Are Connected" theme andmplimented the entire itinerary for the three-day event.Scpante workshops were held for Cub and Boy Scout leadersr dut age- and program-specific activities could be used. On6c Saturday of the camporee, participants rotated through sta-tins where N.C. WllD-trained staffled them through theWILD activities. After completing an activity, each participantreircd a patch rocker indicating that he had completed thenter, soil, forest or wildlife station. These four rockers formedr complete circle when placed around the central "All ThingsArc Connected" camporee patch that everyone received foruring to the camporee. Natural resources q<hibits were alsoa up during the day, and the camporee opening, campfireud rcligious service all reflected the camporee's environ-cntd theme.

aThe event was publicized through Occoneechee Council

newsletters, round tables and correspondencesl the NorthCarolina Wildlife Resources Commission's magazine, Wildlfein North Carolina, and newsletter, Nortlt Carolina WLDNotebook" and the North Carolina Wildlife Federation maga-nne, Fiend of W;ldW.

The N.C. WlD-Scouting Camporee represents only oneexample of the outcome of planning and correlating N.C.WILD with a Scouting event. The N.C. WILD environmentaleducational program provides opportunities for many intercon-nected partnerships with Cub and Boy Scout programs andactivities. N.C. WILD activities can be integrated into unitmeetings, day-long events, weekend camping trips and largecouncil programs. N.C. WILD is beneficial on all levels of theScouting program. A leader trained in N.C. WILD has alarge repertoire of fun, motivating activiti€s that can be used toassist in obtaining achievements, arrow point electives, activitybadges, rank requirements and merit badges. N.C. WILDrepresents interconnecting bridges among Scout concepts andobjectives, lifetime learning, responsible environmental stew-ardship and future support for tomorrods Scouting program.

The following outline provides a summarized overview ofhow to use N.C. WILD with Scouting events.

aGetting Started

To use N.C. WILD, simply contact the Division of Con-servation Education, N.C. Wildlife Resources Commission,512 North Salisbury Street, Raleigh, N.C. 27604-1188,phone(979) 733-7123. Education staff with the Commission willdiscuss with you goals and objectives, proposed activities andevents and targeted audiences for which N.C. \MLD can beused. Theywill also help you schedule a N.C. WILD trainingworkshop for adult Scout leaders. The workshop will provideeach worlshop participant with Project WILD Activity Guidesand supplemental N.C. WILD materials.

Organizing the EventAs with any other Scouting activity, the planning and orga-

nizing of N.C. \MILD events varies based on the complexityand size ofthe particular event. Planning factors include: eventgoals and objectives, focal theme(s), age range and number ofparticipants, anticipated number of leaders and volunteers,event duration and limitations and chosen site opportunitiesand restrictions. Events usually run more smoothly when ampletime is provided for planning and organizing and when specificcommittees are used to carry out assigned responsibilities. First,determine the gpe of event, then choose the tentative eventdate(s) and select the proposed event site. The selected eventsite will influence the event's activities. After selecting the eventsite, reserve the site for the proposed date(s).

With the type of event, date(s) and site chosen, draft theevent's itinerary. The itinerary should reflect the event theme(s),time schedule, and activities. Use the proposed itinerary todetermine major components necessary for the event's success.Then use the major components to select task force committeesto prepare, plan and secure each of the major and minor eventcomponents such as parking, food, program, safety, finance,recruitment of staff; training and publicity.

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N.C. WILD WorlshopsTo receive N.C. \MILD materials and information, adult

Scout leaders must attend a N.C. WILD workshop. Worlahopstaff orient participants to the program, lead activities found inthe Project WILD activity guides and discuss ways to extendthose activities and make them a part of the Scouting program.The workshoos last from six to ten hours. At the comoletion ofthe workshopi, the adult participants receive the activity guidesplus other materials provided by the North Carolina WildlifeResources Commission. Workshop participants learn basicwildlife and environmental concepts through creative, fun andthought-provoking activities.

Duy of EventThere are three key factors to keep in mind on the day

of the event: the organization of the activities, the facilitation ofthe activities and the evaluation ofthe activities.

The organization of the activities includes the activitymonitoring, the provision of activity supplies and the trafficflow of participants. Avoid assigning activity stations that aretoo close to each other. Ifactivities need relatively large areasof space, clearly mark all areas with more than corner flags.Provide boundaries and activity areas that accommodate thenumber of participants expected. Divide participants into man-ageable groups. Organizn activities so groups circulate throughthe planned event activity areas and stations simultaneously.Monitor throughout the event and anticipate a few quirks bybeing prepared with optional plans that do not disrupt theentire flow of the event. If the event involves many participants,provide multiple, identical activity areas and use a previouslydesigned plan of multiple group circulation to ensure efficientrotation ofgroups.

When facilitating the event's activities, use more thanone adult facilitator. Use the buddy or team system. \A4renpossible, encourage leaders to participate in the activity withthe youth. Maintain a time frame for each activity. Keep theevent itinerary in mind so Scouts participate in all activitieswithin the allotted time.

Informal and formal evaluation of the events will provideinsight and information for discussing successes and improve-ments. Information provided through evaluation will createsustained interest and additional plans for future N.C. \ [LD-Scouting events.

C-ontinued Integration of N. C. WI LDEvents represent cumulative activities that integrate N.C.

WILD on a large scale. On a smaller scale, evidence of success-il integration of N.C. WILD throughout the year indudesLf,vidual use of activities to complement unit activities anddrzncement.

N.C. WILD teaches the integrated concept of daily stew-r*hip which makes direct differences in North Carolina andcladrere. All things are tmly corlnected. Simple examplesad situations can teach complex and interrelated concepts.ItC. WILD and the Scouting program can work togetherD ontinue Scouting's strong commitments to promote thegiqefrration of natural resources and to help build bettereiiaCng for tomorrow.

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