Quality Core Curriculum Objectives:

Science                                (Physical Science)

#1 –  Uses process skills of observing, classifying, communicating, predicting, inferring, recording.

            #4 –  Selects, uses multiple sources for information on concepts.

            #26– Demonstrates understanding of conservation resources.

Language Arts                    (Listening/Speaking)

            #16 -  Responds to literal, inferential, and critical questions.

Students will be able to:

1. generate a list of activities done outside that are harmful to wildlife and the environment;

2. discuss reasons these activities are inappropriate;

3. recommend alternative activities that are not harmful.

Materials:

Art materials (colored pencils, paper, magazines for photos) to make discussion cards

Procedure:

1.      Ask students to help you make a list of activities people do that seem harmful to wild plants and animals.  Ask them to think about things they’ve seen or know about that might be harmful.  Some of these things could be:

• picking up baby wild animals in the environment (birds, fawns, etc.)
• carving initials in trees
• driving vehicles over fragile environments
• removing plants from environment, like digging up cactus
• releasing non-native animals or planting non-native invasive plant species (ex. kudzu)
• destroying bird nests
• illegally killing, collecting, harassing, or possessing wildlife

2.      Have students use cutout photos or drawings to make these activities into cards showing pictures and describing what is happening.  (Or, teacher can prepare cards in advance; laminate; and use again.)  Students could also dramatize these situations in skits, “commercials,” songs, stories, and poems.

3.      Collect the cards.  Count students off to make groups of four each.  Hand out one card to each group and ask them to discuss (or present the skits, poems, etc.):  What is happening?  Does it harm wildlife?  How?  Does it seem to be appropriate or inappropriate behavior?  Why?  Is the person doing it having fun?  What else could he or she do that would satisfy his or her needs and interests without harming wildlife or the environment?

4.      Ask each group to report to everyone else about: a) their feelings concerning what is happening in the outdoor activity; and b) their recommendation for an alternative activity the people could do that would not be harmful.

Extensions:

1.      Choose something you or your family owns, like a car, television, refrigerator, etc.   Imagine you are that object – and explore how you…from invention to garbage dump…affect wildlife.

2.      Distinguish between actions that are harmful to individual plants and animals, and those that are harmful to large numbers of plants and animals.  In what situations, if any, does it seem appropriate to harm a single animals or plant?  In what situations, if any, does it seem appropriate to harm large numbers of animals or plants? 

3.      Sometimes it is difficult to decide what is harmful and what is not.  Usually if something is against the law, it is harmful in some way.  Sometimes actions may be legal or there simply may “no law against it,” and people differ in their judgement as to whether the actions are harmful or not.  Name some examples of activities that are illegal now, but weren’t illegal at one time.  Can you think of any animals today that are still suffering the consequences of harmful activities in the past?

Evaluation:

* Make a list of five things which people do that harm wildlife.

* Make a list of five things which people do that harm wildlife habitat.

* For each thing listed, describe what you can do about it.

* Make a list of ten things which people do that help wildlife.