1. Aquatic WILD 2013: A Reintroduction for Project WILD Coordinators

2. Aquatic WILD History & Goals 1987 First Edition 2000 Revised Project WILD Aquatic as part of comprehensive PW program evaluation 2013 Expanded Goal: To build on existing AW materials with emphasis on expanding Field Investigations, STEM and Wildlife Career opportunities

3. Webinar Goals & Guides Adaptation: The adjustment or changes in behavior, physiology and structure of an organism (Coordinator) to become more suited to an environment (AW13). Webinar Goal: Familiarize PW Coordinators with expanded content and updates within the Aquatic WILD 2013 guide in order to assist in the format adaptation of facilitator and educator training experiences. Behavioral Adaptations Renaming Relocations Appendices Front/Back Content Activity Format incl. In Step with STEM & WILD Work Online Resources Behavioral Adaptations Renaming Relocations Appendices Front/Back Content Activity Format incl. In Step with STEM & WILD Work Online Resources Physiological Adaptations Field Investigations Expansion New/Removed Activities Activities with Content Updates Physiological Adaptations Field Investigations Expansion New/Removed Activities Activities with Content Updates Structural Adaptations Facilitator/Educator Training Formats & Agendas Structural Adaptations Facilitator/Educator Training Formats & Agendas

4. Fish Ladder Speech Expanded Field Investigations 8 FI in the Guide; 5 of which are “expanded”

5. Front Material Updates (vii) *NEW* “What’s New for Aquatic WILD?” (xi) Moved “Evaluation of PW Materials” previous back material (xii) *NEW* “Teach Outside!” replaced “Outdoor Classrooms” (xiv) *NEW* “Aquatic WILD Field Investigations” (xxvi) Renamed “Organization of This Guide” previous “How to Use…” (xxviii) *NEW* “Activity Format” Section Front Material Updates (vii) *NEW* “What’s New for Aquatic WILD?” (xi) Moved “Evaluation of PW Materials” previous back material (xii) *NEW* “Teach Outside!” replaced “Outdoor Classrooms” (xiv) *NEW* “Aquatic WILD Field Investigations” (xxvi) Renamed “Organization of This Guide” previous “How to Use…” (xxviii) *NEW* “Activity Format” Section Behavioral Physiological Structural Front Section Removals Include: PW: Connecting to No Child Left Behind Just Keep Swimming…

6. Behavioral Physiological Structural NEW Grade Level Designations & Alignments Content Area was Subject Area Method & Materials now in Sidebar Activity Time was Duration People Power was Group Size Terms to Know was Key Terms-- many new Terms! NEW Grade Level Designations & Alignments Content Area was Subject Area Method & Materials now in Sidebar Activity Time was Duration People Power was Group Size Terms to Know was Key Terms-- many new Terms!

7. NEW Opening Statement NEW WILD Work NEW In Step with STEM replaced Technology Connections NEW Questions to Investigate Student Pages were Copy Me Pages NEW Opening Statement NEW WILD Work NEW In Step with STEM replaced Technology Connections NEW Questions to Investigate Student Pages were Copy Me Pages Behavioral Physiological Structural

8. Allows educators to delve deeper into science, technology, engineering and mathematics content. STEM extensions makes use of a variety of tools from litmus tests to Smartphones and involve students in the application of technology, science and math as part of their problem-solving efforts. Behavioral Physiological Structural A career component added to all activities to tie in real occupations in the field of wildlife management and conservation with every lesson. Supplementary online resources to use with WILD Work are linked through an expanded WILD website. Just Keep Swimming…

9. Online Resources

10. Behavioral Physiological Structural

13. Back Appendices Updates (318) *NEW* “Let’s Go Fishing!” (320)*NEW* “Grade Level Index” (326)*NEW* “Unit Planning” (327) *NEW* Additions to “Expanded Topic Index” relating to Field Investigations (335)*NEW* “Inventory Methods” (347)*NEW* “Service Learning” (356)Updated “Benefits of Classroom Aquarium” on enhancement of learning (358) *NEW* “Sustainable Seafood” (364)*NEW* “Climate Change Education” (388)*NEW* “What’s My Question”/ “Conclusions & Next Steps”/ “Data Collection Form” Back Appendices Updates (318) *NEW* “Let’s Go Fishing!” (320)*NEW* “Grade Level Index” (326)*NEW* “Unit Planning” (327) *NEW* Additions to “Expanded Topic Index” relating to Field Investigations (335)*NEW* “Inventory Methods” (347)*NEW* “Service Learning” (356)Updated “Benefits of Classroom Aquarium” on enhancement of learning (358) *NEW* “Sustainable Seafood” (364)*NEW* “Climate Change Education” (388)*NEW* “What’s My Question”/ “Conclusions & Next Steps”/ “Data Collection Form” Behavioral Physiological Structural Appendices Removals Include: Making Inferences Interviewing People Simulated Field Trips Just Keep Swimming…

14. Field Investigations & Expanded Field Investigations Behavioral Physiological Structural

15. Eight Total Field Investigations- Five are Expanded Field Investigations Behavioral Physiological Structural

16. Field Investigations & Expanded Field Investigations Behavioral Physiological Structural 8 New Field Investigations/ 3 of these are *NEW* to Aquatic WILD 8 New Field Investigations/ 2 of these were in previous Aquatic WILD but have been modified to an Expanded Field Investigation 8 New Field Investigations/ 3 of these remain unchanged from previous Aquatic WILD

17. Seven *NEW* Aquatic WILD Activities Behavioral Physiological Structural Students investigate wildlife and signs of wildlife in their schoolyard as well as the locations of water that wildlife might use. As a method of data collection, students go fishing to investigate local fish species and fish habitat. Students evaluate habitat in the schoolyard to determine if sources of food, water, shelter are available in the needed arrangement for a specific animal species to survive.

18. Seven *NEW* Aquatic WILD Activities Behavioral Physiological Structural Students learn about indicators or vital signs used to gauge the health of streams and rivers, apply their knowledge in analyzing the hypothetical urban waterway and write a prescription for action. Students create a “water web” to illustrate the interdependence among water users and producers. Explores occupations in wildlife conservation and involves students in a simulated job fair and interview process. Students research and interview for wildlife-related jobs. Students plan and promote a PSA informing people about actions they can take to conserve fish and aquatic environments.

19. Activity Content Updates Behavioral Physiological Structural Plastic Voyages Title change from “Plastic Jellyfish” Expanded content to include larger issues with marine plastic pollution Procedures use sand in place of soil Where Have All the Salmon Gone? Updated data change from variety of fish in Columbia River of Oregon to Chinook Salmon in rivers and streams in California’s Central Valley A Whale of an Issue Title change from “When a Whale is Right” Minor background content and group division changes Water’s Going On? Removed due to similar objectives covered in new activity “Water Works”

20. Training Adaptations Behavioral Physiological Structural

21. Training Adaptations Behavioral Physiological Structural Training Format Trends Next Generation Science Standards Training Format Trends Next Generation Science Standards

22. Training Adaptations Behavioral Physiological Structural Tabbi Kinion (L), Colorado Project WILD Jen Dennison (R), Ohio Project WILD Shannon Hafner, Iowa Project WILD Training Format Trends Adapting the training model to include Field Investigations Training Format Trends Adapting the training model to include Field Investigations

23. Training Adaptations Behavioral Physiological Structural

24. Thank You WILD!