Presentation on theme: "Project WILD Ohio State NRE 613"— Presentation transcript:
1Project WILD Ohio State NRE 613 Jen DennisonWildlife Education Coordinator
2Let’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 yours.As a group, act out some part of your animals life cycle, i.e. food gathering, predation, reproduction, habitat, etc.
3Animal CharadesObjective: Define key wildlife concepts. For grades K-4Science standards met:K-Students show knowledge of scientific concepts through demonstration of verbal, non-verbal, skills and activities.1st- Students have increasing opportunities to explore how living things change, how they interact with their environment, and how they acquire food.2nd-Living system functions and the interactions they have with their physical environments are explained.3rd-Compare life cycles of animals and adaptations to their environment.
4Animal Charades This is an adaptation or extension. Concepts reached: IDIIA - All living things are affected by and interact with their environments.
5Why are You Here? To learn about wildlife…. To learn new activities for your classes….To get credit…To have fun...Now – we have brand new guides. The reason I have made this presentation and am doing a mini-workshop for the new guides is that they are radically different from what has gone before. Hopefully, you will agree with me that the changes are positive and that we are headed in the right direction. I hope that you will share any comments, good or bad, with me so that the National office can continue to respond to our needs at the state and local level.
6Why are We Here? To help you learn about wildlife…. To help you learn new activities for your class….To help you integrate this program into your curriculum...To have fun...Now – we have brand new guides. The reason I have made this presentation and am doing a mini-workshop for the new guides is that they are radically different from what has gone before. Hopefully, you will agree with me that the changes are positive and that we are headed in the right direction. I hope that you will share any comments, good or bad, with me so that the National office can continue to respond to our needs at the state and local level.
7GoalTo 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.Now – we have brand new guides. The reason I have made this presentation and am doing a mini-workshop for the new guides is that they are radically different from what has gone before. Hopefully, you will agree with me that the changes are positive and that we are headed in the right direction. I hope that you will share any comments, good or bad, with me so that the National office can continue to respond to our needs at the state and local level.
8Project WILD Administration NATIONAL LEVELPROJECT WILD IS ADMINISTORED BY THECOUNCIL FOR ENVIRONMENTAL EDUCATION(CEE) AND IS COSPONSORED BY THEINTERNATIONAL ASSOCIATION OF FISH ANDWILDLIFE AGENCIES (IAFWA)PROJECT WILD MANAGEMENT COMMITTEENATIONAL DIRECTORPROJECT WILD STATE COORDINATORS
9Project WILD Administration STATE LEVELPROJECT WILD IS ADMINISTRATED IN OHIO BY THE ODNR-DIVISION OF WILDLIFEACKNOWLEDGED BY THE OHIO DEPARTMENT OF EDUCATION AS A PROFESSIONAL DEVELOPMENT OPPORTUNITY(ELIGIBILITY FOR CEU’S, DEPENDENT ON LOCAL CURRICULUM DEVELOPMENT COMMITTEE)
10Stormy Weather You are a 4th grader What is your favorite animal? What is your favorite wild animal?What is your favorite Ohio wild animal?Think of that animal…
11Stormy WeatherSimulated field trips are powerful ways for students to create vivid experiences in their mind.What does this activity help the student achieve?How would you evaluate that the student reached the intended objective?
12Animal PoetryWriting poetry can be an awful experience or an enlightening experience for students.Keeping with the same animal you were in the storm, you will write several short poems.
13Writing Haiku Do you know what haiku is? Haiku is a Japanese verse pattern. Like Japanese paintings and other Japanese art, many haiku verses are about nature. Haiku is a poetic expression of something beautiful.5 syllables in the first and third lines and 7 in the second line.Describe or express a feeling about the animal you imagined in the storm in exactly 17 syllables?
14Haiku Examples Wonderful old tree You give shade all summer long Now your leaves are goneStay snowflake, please stay!I shall never find againBeauty such as this.
15Writing Cinquain Haiku perhaps influenced cinquain. The pattern most often used is:1st line—1 word giving the title2nd line—2 words describing the title3rd line—3 words expressing action4th line—4 words expressing a feeling5th line—another word for the title
17Writing DiamanteThe diamante is a poem that is written in the shape of a diamond. In addition to the shape, the poem has two other characteristics:It can be used to show that words are related through shades of meaning from one extreme to anotherAnd…
18Writing DiamanteIts construction is based on 3 major sentence parts or components, nouns, adjectives, and participles. These components follow this formula:NounAdjective AdjectiveParticiple Participle ParticipleNoun Noun Noun NounParticiple Participle Participle
19Diamante Example Egg Light Bright Living Stretching Growing Bird Beak Wing FlightSoaring Seeing SeekingFeathered FluidCrow
20Oh 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!
21Aquatic Project WILD is paid for by the Sportfish Restoration Fund 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
22Conceptual Framework Concept review Topic determination Distribution of concepts into topic unitsUnit completionCorrelation of concepts to grade levelNetwork reviewThis is the backboneof the Project WILDguide.The conceptual framework is the foundation of Project WILD activities, a series of statements that express the underlying concepts of the program. These statements were updated to reflect the current concerns of the natural resource community. Revision of the conceptual framework was carried out along the following steps… [included in slide] …
23Learning Standards Development Consultations with DOE representativesReview of published standardsAdaptation of Project WILD standardsCorrelation of activitiesLearningStandardsDevelopmentDeveloped byeducators foreducatorsGetting back to those cognitive skills I mentioned a few slides back! To develop the learning framework, the revision team needed to create Project WILD subject area skill standards. These standards are statements describing skills related to major subject areas that the activities address. They were developed using national standards from major academic disciplines, but adjusted for and limited to the areas of concern for Project WILD (e.g., history standards related to the causes of the Civil War, etc., are not included). A team of school administrators reviewed the selected skill standards, [point with mouse to 1st line, go down list] identified the grade levels for each skill and correlated…
24Conceptual Framework TOPIC DETERMINATION I. Ecological Knowledge Wildlife PopulationsHabitats and NichesInterdependenceChanges and AdaptationsII. Social and Political KnowledgeCultural PerspectivesEconomic, Commercial, and Recreational ConsiderationsHistorical and Geographic DevelopmentPolitical and Legislative FrameworksIII. Sustaining Fish and Wildlife ResourcesAttitudes and AwarenessHuman ImpactsIssues and TrendsWildlife ManagementResponsible Action and Service… and this is the basic framework they came up with. The topic determination informed the steps following it and served as the foundation of all revisions. The three sections you see here reflect current EE research that suggests that major components necessary for environmental literacy include Ecological Foundations, Socio-Political Foundations, Knowledge of Environmental Issues, Cognitive Skills, Attitudes, and Environmentally Responsible Behaviors.* The Ecological Foundations clearly correspond to the first section, while the * Socio-Political Foundations correspond to the second. Because Project WILD is primarily concerned with the issue of wildlife conservation, the other environmental literacy components are included under the third section, * Sustaining … Resources (although the cognitive skills are addressed more fully with the subject area skills standards, which we will see).
25Activity Distribution Ecological KnowledgeWildlife PopulationsActivityDistributionColor Crazy • Grasshopper GravityWhat’s Wild? • Interview a SpiderClassroom Carrying CapacityHabitat RummyBearly GrowingHow Many Bears Can Live in this Forest?My Kingdom for a ShelterTracks! • Wild WordsSpider Web GeometryOh Deer! • Carrying CapacityWe’re in This TogetherEach activity in the core materials is designed to teach concepts from the conceptual framework. A group of state coordinators analyzed each activity to identify the topic from the new framework that each activity develops directly. * To determine the order of activities, a scoring system was set up that combined (1) the average Bloom’s taxonomy level, (2) the average grade level for the concept statements, and (3) the average grade level for the subject area skills standards in each activity. The activities were placed in order according to the score, with more advanced activities listed toward the end of the topic unit.
26Page i of K-12 guideTurn to page “i” – the first page of the table of contents – to see where the topic unit we just saw fits into the whole framework. Other topics under Ecological Knowledge you can see … [point to other subtopics with mouse pointer] The Conceptual Framework – starting on page 461 – provides the full detail on topics corresponding with these contents.
27Learning Framework Elementary (Science) Middle School (Humanities) Conceptual Subject Area SkillsFramework Science Math SS LA EE ArtsElementary (Science)Middle School (Humanities)High School (Language Arts)Ecological KnowledgeSocial and Political KnowledgeSustaining Fish and Wildlife ResourcesThese extremely simplified views of the matrix show that the activities have been divided along very broad subject areas: Many of the activities that develop Ecological Knowledge are directed toward elementary* school audiences and develop science concepts.* Middle school activities are the most common in the Social and Political Knowledge section and introduce concepts broadly related to humanities. High school activities* are most often found in Sustaining Fish and Wildlife Resources and correlate to language arts components, specifically reading and writing involved in research and speaking in presentations.
28Learning Framework Ecological Knowledge Classroom Carrying Capacity Subject Area SkillsScience Math SS LA EE ArtsConceptual FrameworkEcological KnowledgeWildlife PopulationsHabitats and NichesInterdependenceChanges and AdaptationsSocial and Political KnowledgeSustaining Fish and Wildlife ResourcesEcological KnowledgeWildlife PopulationsColor CrazyGrasshopper GravityWhat’s Wild?Classroom Carrying CapacityInterview a SpiderHabitat RummyEtc… all Project WILD activities to these standards – that is, they identified the subject area skills each activity develops. When all four parts required for the learning framework were completed, they were compiled into a matrix that showed the relationships among the components. The following slides show a portion of those activities under Ecological Knowledge and how they relate to the subject area skills. To view the complete matrix, go to the Project WILD Web page in the Learning Framework section (I’ll give you that address in just a few moments). For now, we will focus on one activity, “Classroom Carrying Capacity,” [point to this title in box] and…
29Page 9 of K-12 guide Skill/Subject Area … see exactly how the objectives* describe how students will be able to demonstrate their learning relative to the major academic purpose* of the lesson. Turn to page 9 of the activity guide to see the whole activity and where this information is located.
30Page 494 of K-12 guideTurn to page 494 of the guide to see how the Skills Index shows the activities listed in alphabetical order in the left-hand column. To the right of the page numbers is a column for the general “grade level” - “E” for elementary school, “M” for middle school, and “H” for high school. Note there is also a “P” for pre-K! (Activities can be adapted to other levels as appropriate.) Next is a column indicating the setting: indoors or outdoors.The main section of the chart indicates two types of skills: general (useful across several disciplines) and subject specific skills. The cross-discipline skills developed in each activity are marked with dots. [show with mouse pointer] The subject area skills developed are marked with triangles. Details of the subject area skills for an activity can be found on the Learning Framework on the Project WILD Web page. We’re almost there!
31Page 498 of K-12 guideThe Topic Index page (page 498) is set up in a similar format, but with a duration code in place of the setting. The time for each letter are listed in the section above the table. The dot and triangle symbols are of equal value; they are placed in alternating columns for ease of tracking down the column. (This is important to note when doing the WILD Walk!)
32Peer TeachingIn groups of 5-6, 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 in your careerCan be outside or insideWRITE ON BOARD THE NAME OF YOUR ACTIVITY!!!
34Urban Nature SearchObjective of this activity: Students will generalize that each habitat has characteristic life forms and suggest ways that the environment affects the life forms that occupy it.But…we use this to teach curriculum connection.
35A Well-Balance Curriculum Urban Nature SearchA Well-Balance Curriculumusually includes learning objectives that address at least one of four basic components:Knowledge—subject content, facts, concepts, laws and theoriesLearning Skills—physical, cognitive and interpersonal relationship skills
37A Well-Balance Curriculum, cont Urban Nature SearchA Well-Balance Curriculum, contThe environment is naturally interdisciplinary; it provides a natural medium for learning that cuts across all disciplines. The environment and wildlife can be used in a curriculum in several ways:Single DisciplineIntegratedThematic
38Migration HeadachesYou will portray migrating water birds traveling between nesting grounds and wintering grounds.All you need are paper plates!
39Migration Headaches Different 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
40Migration HeadachesWhat other scenarios might impact habitat, good or bad?
41Resources Jen Dennison Wildlife Education Coordinator Div. Of Wildlife, 1840 Belcher Dr.Columbus, OH 432241-800-WILDLIFE