Wildlife Curriculum Guidelines

The key points for each Canon Envirothon topic are “fleshed out” into core activities.

Each of the key points is included in one or more of the core activities.
Each core activity contains extended activities, as well as the top resources and professional contacts. Key vocabulary words are also included.
The National Science Standards suggest evaluations for each activity should encourage the students to process the data they collect during the activity, and provide solutions based on the data. This ties each activity into the issues portion of the contest.
Evaluation is based on the information provided for each core activity and from the data students collect. This allows students to make educated decisions and create solutions for the key issues.
Core activities will be evaluated using a performance-based assessment.

Wildlife Key Points

1W Identify common wildlife species and wildlife signs.
2W Identify basic wildlife survival needs.
3W Describe specific adaptations of wildlife to their environment and their role in the ecosystem.
4W Describe predator/prey relationships and identify examples.
5W Describe food chains and food webs and cite examples.
6W Describe factors that limit or enhance population growth.
7W Evaluate a given habitat and its suitability for a designated species when given a description of its habitat needs.
8W Describe ways a habitat can be improved for specific species through knowledge of its specific requirements.
9W Discuss the concept of carrying capacity and limiting factors.
10W Discuss various ways the public and wildlife managers can help in the protection, conservation, management, and enhancement of wildlife populations.
11W Describe the potential impact of the introduction of non-native species.
12W Describe major factors affecting threatened and endangered species and methods used to improve the populations of these species.

Suggested Core Activities

After using local identification guides to identify the most common wildlife in your area, survey a local park, forest or school grounds for those types. For variation, repeat the survey at morning, midday, and evening and compare the differences. 1W
Using the Animal Tracks website, students will collect, identify and preserve wildlife tracks for future study. 1W
After downloading the PDF file “Basic Wildlife Survival Needs” from Texas Parks and Wildlife, students will present research on the basic requirements for wildlife survival, and give examples of why habitat loss is the main problem facing wildlfie. 2W
Students will create a powerpoint presentation showing specific adaptations of wildlife to their habitat, and their role in the ecosystem. 3W
After downloading the electronic field trip” To Eat or Be Eaten”, students will outline the predator/prey relationships between the Rocky Mountain Elk and the wildlife living in the Yellowstone area. 4W
Students will make a map of their local area forest or park, including wildlife inventories, tracks, habitat, food sources, and specific adaptations. 4F, 10F
Students will create a display illustrating how the interdependence of the population within a food chain maintains a balance of plant and animal populations within a community. 5W
After reading “Wildlife Populations” from the University of Minnesota, students will outline the factors that limit or enhance wildlife population growth. 6W
Students will create a cottontail rabbit management plan for farmers to encourage cottontail rabbit populations along with their normal farm operations. 7W 8W
Students will discuss how territoriality, reproductive stratagies, and dominance heirarcharies enhance a species survival, and how human activities can interfere with carrying capacity. 9W
Students will present solutions to the following invasive species, and list steps for the national management plan for these species: Sea Lamprey, Zebra Mussel, Eurasian Milfoil, Purple Loosestrife. 11W
Students will name the five categories for endangered species in Canada and list a bird or mammal for each category. 12W

Top Resources:

Wildlife identification US Fish and Wildlife Service
http://educators.fws.gov/educators.html 1W

Identifying and Preserving Wildlife Tracks
http://www.42explore.com/animaltracks.htm 1W

Wildlife identification, endangered species, and invasive species
http://species.fws.gov/ 1W 11W 12W

Canada wildlife identification and habitat
http://www.hww.ca 1W 7W 8W
http://www.ec.gc.ca/wild_e.html All

National Wildlife Federation
http://nwf.org/backyardwildlifehabitat/ All

Wildlife links for educators US Fish and Wildlife
http://deerflat.fws.gov/linksed.htm All

Basic wildlife survival needs Texas Parks and Recreation
http://ww.tpwd.state.tx.us/publications/wildlife_habitat/education/urban/decline-urvival.pdf 2W

Winter animal adaptations Michigan State University Extension
http://www.dsisd.k12.mi.us/mff/Environment/WinterAnimals.htm 3W

Animal Adaptations, Boreal Forest Network Canada
http://www.borealnet.org/overview/wildlife.html 3W

Wildlife Populations University of Minnesota
http://www.extension.umn.edu/distribution/youthdevelopment/DA6340.html 4W 5W 6W 8W 9W 10W 11W

Predator/Prey Relationships “Eyes of Yellowstone” Yellowstone Park Foundation Sponsored by Canon
http://www.ypf.org/partnerships/corporate.asp 4W

Create a Food Chain Canada Wildlife Act
http://www.vt aide.com/png/foodchains.htm 5W

Wildlife Survival Cottontail Rabbit Habitat Missouri Department of Conservation
http://www.conservation.state.mo.us/manag/rabbit/index.shtml 7W

Carrying Capacity National Wildlife Federation
http://enature.com/

Carrying Capacity World Builders
http://curriculum.calstatela.edu/courses/builders/lessons/less/biomes/carryingcap.html 9W

Habitat Improvement
http://www.in.gov/dnr/fishwild/hunt/open.html 10W

Invasive Species USDA
http://www.invasivespecies.gov / 11W

Invasive Species US Fish and Wildlife 11W
http://contaminants.fws.gov/Issues/InvasiveSpecies.cfm 12W

Species at Risk Canada
http://www.speciesatrisk.gc.ca/Q2_e.cfm 12W

Wildlife Extended Studies

Students will create a display outlining conservation oriented land use planning to preserve bird habitat.
Cornell Lab of Ornithology All About Birds
http://www.birds.cornell.edu/programs/AllAboutBirds/
1W 2W 3W 6W 7W 8W 10W

Students will compare and contrast the following five wildlife habitat areas: Chesapeake Bay, The Dakota Prairie Potholes, The Lower Mississippi Valley, Central Valley California, and The Hawaiian Rain Forest. Students will describe the following for each location: wildlife populations, land descriptions, human destruction to the habitat, and solutions to the problem.
US Fish and Wildlife Service
http://patuxent.fws.gov/habitats.html
2W 5W 6W 7W 8W 11W 12W

Students will examine the impact of the feral pig, an introduced animal, on the native Hawaiian plant and animal species. Research should be used from the following viewpoints: Conservation Environmentalist, Native Hawaiian Hunter, and Animal Rights Activist. Students will create a power point presentation detailing measures which should be taken so all sides are represented.
http://www.nevada.edu/~karla/
8W 10W 11W 12W

Students will trace the history of how humans have affected wolves since the 1800s, and predict the future of wolf populations.
http://www.nwf.org/wildlife/graywolf/
3W 4W 5W 6W 7W 9W 10W 11W 12W

Should the black footed ferret be re-introduced on the High Plains Public Lands?
Activity 1
http://www.blm.gov/education/high_plains/index.html
All

Students will describe how the High Plains riparian areas being affected by energy companies, hunters, wildlife biologists, and ranchers.
Activity 2
http://www.blm.gov/education/high_plains/activity2.html
All

Students will use an electronic field trip to study ecosystems and predator/prey relationships.
http://www.windowsintowonderland.org/eobe/teacherinfo.shtml
3W 4W 5W 8W

Wildlife Team Presentation Assessment

Purpose: Students will demonstrate their understanding of the wildlife key points by creating an educational display and presenting their solutions to the following problem:

How does the interaction of an invasive or reintroduced wildlife species affect the local, state or provincial wildlife habitat?

Students will describe the impacts to the environment and habitat, including consequences for humans in the area.

Teams should speak to the following key points:

The special needs of this species to survive – 2W
How the species is adapted to survive in this habitat – 3W
The impact on food chains in this habitat – 4-W
Factors that limit or enhance the introduced species population – 5-W
What the carrying capacity and limits might be for this environment. 9-W
What management steps must be taken to control (invasive) or balance (reintroduced) wildlife species. – 10W, 11W 12W

Resources:

Resources for reintroduced species:

Wolves in Yellowstone
http://www.nps.gov/yell/nature/animals/wolf/wolfrest.html

Black-footed ferret
http://www.blm.gov/education/high_plains/index.html

Species common to both the USA and Canada
http://www.speciesatrisk.gc.ca/publications/cbs/default_e.cfm

Resources for invasive species
http://www.nps.gov/plants/alien/index.htm
http://www.nature.org/initiatives/invasivespecies/
http://biology.usgs.gov/invasive/

Canada
http://www.hww.ca/hww2.asp?cid=4&id=220

Glossary of terms
http://www.windowsintowonderland.org/eobe/glossary.shtml

Assessments For Canon Envirothon Preparation

The National Science Standards recommend that multiple and varied assessments be employed when attempting to evaluate science understanding. Since the Canon Envirothon contest requires students to respond in a variety of ways (performance tasks, oral presentation, written response and graphics), the preparation for the Envirothon will incorporate each of these styles of assessment and evaluation.

Core Activities

Field surveys, model building and laboratory protocols each have specific learning targets. Many of the activities have built-in assessment sections. In general students should be able to:

_____ Select and effectively use tools in a safe manner
_____ Collect, record and analyze data in an organized fashion
_____ Use resource material, manuals and field guides
_____ Demonstrate teamwork while investigating solutions to problems
_____ Clearly communicate the results of the investigations

Display Presentation Sessions

Students will provide solutions to problems presented in the issues portion of the contest. Teachers and team coaches should become familiar with the Canon Envirothon oral presentation scoring criteria. It is recommended that local agency professionals be invited to judge the presentations. http://www.envirothon.org/competition/judging.php

In general, students should be able to:

_____ Ensure that all team members contribute to the presentation
_____ Make the central theme clearly written or diagramed on the display
_____ Use in context important vocabulary related to the topic
_____ Include graphics that are technically correct and labeled
_____ Use the display effectively during the oral presentation

On-line Sample Tests

The Canon Envirothon web site contains sample tests for each of the Envirothon topics and a list of issues. Many state and provincial Envirothon Web sites also contain sample tests.

http://wps.prenhall.com/esm_wright_envisci_8/0,8543,1052412-,00.html

Energy and Solid Waste

Students will describe the impacts of oil spills on wildlife, and how oil spills can be prevented. They will also explain how the oil pollution act of 1990 protects future oil spills.

Oil impacts on species
http://www.epa.gov/oilspill/impact.htm

Oil spill experiment Canada
http://www.ec.gc.ca/ee-ue/pub/chocolate/experiment_e.asp

Oil pollution and birds Canada
http://www.hww.ca/hww2.asp?pid=0&cid=4&id=229

Students will create energy profiles for their homes, communities, states, or provinces.

Energy and Public Lands
http://www.blm.gov/education/00_resources/articles/energy/energy5.html
Canada http://www2.nrcan.gc.ca/es/es/resources_e.cfm

Students will explore alternative sources of energy through hands on experiments.
http://www.blm.gov/education/00_resources/articles/energy/energy8.html
Canada http://www2.nrcan.gc.ca/es/es/renewable_e.cfm

After researching the world’s energy demands and the wildlife species and habitats of the Arctic National Wildlife Refuge, students will debate President Bush’s policy to open the refuge for drilling by oil and gas companies

Arctic National Wildlife Refuge
http://arctic.fws.gov/

Wildlife Threats by oil and Gas drilling
http://www.defenders.org/wildlife/arctic/wildlife.html

Over 230 million tons of municipal solid waste is generated each year in the U.S., which averages 4.6 pounds per person. Students will create a power point presentation detailing where and how this waste is processed, and what steps can be taken to reduce these numbers.

Solid Waste EPA
http://epa.gov/epaoswer/osw/index.htm

Students will determine which wildlife species are most at risk from acid rain by researching the data from the Canadian Wildlife Service.

Canadian Wildlife Service Acid Rain Effect on Habitat and Food Chains
http://www.on.ec.gc.ca/wildlife/acidrain/ar3-e.html

By following certain guidelines, students can develop a wildlife habitat at their school, and have it certified as an official National Wildlife Federation Schoolyard Habitat Site
http://www.nwf.org/schoolyardhabitats/index.cfm

Students will create an educational display showing how litter threatens wildlife, and how some waste industry companies are changing their practices to protect wildlife. Students will also describe how they can make a difference at home.
http://environmentalchemistry.com/yogi/hazmat/articles/trash.html

Students will study the importance of composting by building a soda bottle bioreactor.
http://compost.css.cornell.edu/soda.html

Students will create a power point presentation showing the effects of global climate change on ecosystems and wildlife, list examples of specific wildlife species that are threatened, describe renewable energy solutions, and share positive examples citizens can do at home. http://www.defenders.org/wildlife/globalwarming/wildlife.html

Team members will discuss how agriculture can play a major role in supplying future energy needs.
http://www.agenergy.info/
http://www.whyenergymatters.org/

Students will give examples of pesticide exposure problems in wildlife, and how
federal laws, sustainable farming methods, and scientific testing are helping solve the problem.
http://www.btny.purdue.edu/Pubs/PPP/PPP30.html

Lead fishing tackle can be a serious problem to wildlife. Students will describe evidence of this problem, site new regulations, and give examples of new, safer tackle.
http://www.moea.state.mn.us/reduce/index.cfm

References

Energy Information Administration
http://www.eia.doe.gov/

Renewable Energy Canada
http://www.canren.gc.ca/

Renewable Energy
http://wps.prenhall.com/esm_wright_envisci_8/0,8543,1052548-,00.html

Exxon Valdez Oil Spill
http://www.evostc.state.ak.us/

Waste Management Canada
http://www.wm.com

Waste to Energy
http://www.wte.org/waste.html

Integrated Waste Management
http://www.ciwmb.ca.gov/

Hydropower
http://www.wvic.com/hydro-facts.htm

Biomass Energy
http://www.nrel.gov/clean_energy/bioenergy.html

Energy Canada
http://oee.nrcan.gc.ca/neud/dpa/policy_e/programs.cfm