1. Project WILD Columbus Zoo Jen Dennison Wildlife Education Coordinator

2. Why are You Here? To learn about wildlife…. To learn new activities for your programs... To have fun...

3. Why are We Here? To help you learn about wildlife…. To help you learn new activities for your programs…. To have fun...

4. Goal To 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.

5. Project WILD Administration NATIONAL LEVEL PROJECT WILD IS ADMINISTRATED BY THE COUNCIL FOR ENVIRONMENTAL EDUCATION (CEE) AND IS COSPONSORED BY THE INTERNATIONAL ASSOCIATION OF FISH AND WILDLIFE AGENCIES (IAFWA) PROJECT WILD MANAGEMENT COMMITTEE NATIONAL DIRECTOR PROJECT WILD STATE COORDINATORS

6. 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

7. 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.

8. Animal Charades This is an adaptation or extension. Concepts reached: IDIIA - All living things are affected by and interact with their environments.

9. First Impressions Write down your first reaction to the next pictures on the paper provided.

16. First Impressions? What causes these first reactions? Stereotypes Myth/Superstition Learned Behavior Literature/Film Personal Experience Factual Knowledge Ecological/Esthetic Value

17. Cultural Significance can influence impressions of animals

18. Quick Frozen Critters Who wants to be the predators? Let’s go outside!

19. 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!

20. 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

21. 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

22. Conceptual Framework Concept review Topic determination Distribution of concepts into topic units Unit completion Correlation of concepts to grade level Network review This is the backbone of the Project WILD guide.

23. Consultations with DOE representatives Review of published standards Adaptation of Project WILD standards Correlation of activities Learning Standards Development Developed by educators for educators

24. Conceptual Framework TOPIC DETERMINATION I. Ecological Knowledge Wildlife Populations Habitats and Niches Interdependence Changes and Adaptations II. 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

25. 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 Activity Distribution

26. Page i of K-12 guide

27. 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)

28. Learning Framework Subject Area Skills Science Math SS LA EE Arts Conceptual Framework Ecological Knowledge Wildlife Populations Habitats and Niches Interdependence Changes and Adaptations Social and Political Knowledge Sustaining Fish and Wildlife Resources Ecological Knowledge Wildlife Populations Color Crazy Grasshopper Gravity What’s Wild? Classroom Carrying Capacity Interview a Spider Habitat Rummy Etc

29. Skill/Subject Area Page 9 of K-12 guide

30. Page 494 of K-12 guide

31. Page 498 of K-12 guide

32. Migration Headaches You will portray migrating water birds traveling between nesting grounds and wintering grounds. All you need are paper plates!

33. Migration 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

34. Migration Headaches What other scenarios might impact habitat, good or bad?

35. www.ohiodnr.com/wildlife Resources Jen Dennison Wildlife Education Coordinator Division of Wildlife 1840 Belcher Dr. Columbus, OH 43224 1-800-WILDLIFE 614-265-6316 jen.dennison@dnr.state.oh.us

36. Regional Office Information D1 Office 1500 Dublin Rd, Columbus, OH 43215 614-644-3925 D2 Office 952 Lima Ave, Findlay, OH 45840 419-424-5000 D3 Office 912 Portage Lakes Dr., Akron, OH 44319 330-644-2293 D4 Office 360 State St, Athens, OH 45701 740-594-2211 D5 Office 1076 Old Springfield Pike, Xenia, OH 45385 937-372-9261