Project WILDColumbus Zoo

Jen DennisonWildlife Education

Coordinator

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

• To learn new activities for your programs...

•To have fun...

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

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

• To have fun...

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

Project WILD Administration

NATIONAL LEVELPROJECT WILD IS ADMINISTRATED

BY THE COUNCIL FOR ENVIRONMENTAL

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

FISH ANDWILDLIFE AGENCIES (IAFWA)

PROJECT WILD MANAGEMENT COMMITTEENATIONAL DIRECTORPROJECT WILD STATE COORDINATORS

Project WILD Administration

STATE LEVEL

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

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

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

card!!• In charades style (no noise or

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

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

Animal Charades• This is an adaptation or extension.

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

First Impressions• Write down

your first reaction to the next pictures on the paper provided.

First Impressions?What causes these first reactions?

StereotypesMyth/SuperstitionLearned Behavior

Literature/FilmPersonal ExperienceFactual Knowledge

Ecological/Esthetic Value

Cultural Significance can influence impressions of animals

Quick Frozen Critters

•Who wants to be the predators?

•Let’s go outside!

Oh Deer!• This is the best activity for explaining

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

and other skills if you adapt it as needed.

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

• Could do a whole day on this activity!

PASS OUT GUIDES!!These guides are provided

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

generous donations made to the Wildlife Diversity Tax

Check-off Fund and the Wildlife License Plate Fund.

Aquatic Project WILD is paid for by the Sportfish Restoration Fund

Peer Teaching• In groups of 2-3, pick an activity to teach

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

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

something you would use at your park • Can be outside or inside• Use craft materials or the chalkboard if

needed

ConceptualFramework • Concept review

• Topic determination• Distribution of concepts

into topic units• Unit completion• Correlation of concepts to

grade level• Network review

This is the backboneof the Project WILD guide.

Consultations with DOE representativesReview of published

standardsAdaptation of Project WILD

standardsCorrelation of

activities

LearningStandards

Development

Developed byeducators for educators

ConceptualFramework

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

Political Knowledge• Cultural Perspectives• Economic, Commercial, and

Recreational Considerations• Historical and Geographic

Development• Political and Legislative

Frameworks

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

Ecological Knowledge

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

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

Capacity• We’re in This Together

ActivityDistribution

Page i of K-12 guide

Learning Framework

Conceptual Subject Area Skills Framework Science Math SS LA EE Arts

Ecological Knowledge

Social and Political Knowledge

Sustaining Fish and Wildlife Resources

Elementary (Science)

Middle School (Humanities)

High School (Language Arts)

Learning Framework

Subject Area Skills Science Math SS LA EE

ArtsConceptual Framework

Ecological Knowledge

• Wildlife Populations

• Habitats and Niches

• Interdependence• Changes and

Adaptations

Social and Political KnowledgeSustaining Fish and Wildlife Resources

Ecological Knowledge

Wildlife PopulationsColor CrazyGrasshopper GravityWhat’s Wild?

Classroom Carrying CapacityInterview a SpiderHabitat RummyEtc

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

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

Skill/Subject Area

Page 9 of K-12 guide

Page 494 of K-12 guide

Page 498 of K-12 guide

Migration HeadachesYou will portray migrating water

birds traveling between nesting grounds and wintering grounds.

All you need are paper plates!

Migration HeadachesDifferent Scenarios:A large increase in the number of

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

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

Migration Headaches

What other scenarios might impact habitat, good or bad?

www.ohiodnr.com/wildlife

ResourcesJen Dennison

Wildlife Education CoordinatorDivision of Wildlife1840 Belcher Dr.

Columbus, OH 43224 1-800-WILDLIFE614-265-6316

jen.dennison@dnr.state.oh.us

Regional Office Information• D1 Office

1500 Dublin Rd, Columbus, OH 43215614-644-3925

• D2 Office952 Lima Ave, Findlay, OH 45840419-424-5000

• D3 Office912 Portage Lakes Dr., Akron, OH 44319330-644-2293

• D4 Office360 State St, Athens, OH 45701740-594-2211

• D5 Office1076 Old Springfield Pike, Xenia, OH 45385937-372-9261