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Arizona Jaguar and Ocelot Conservation Education Project

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Arizona Jaguar and Ocelot Conservation Education Project Arizona Jaguar and Ocelot Conservation Education Project: K-12 Education Plan, Educational Materials, & Examples of Curricula Intra-Agency Agreement Number: G13AC00222 Co-Principal Investigators: Melanie Culver1,2 and H. Randy Gimblett2 Prepared By: Aletris Marie Neils2 and Chris Bugbee2 U.S. Geological Survey, Arizona Cooperative Fish and Wildlife Research Unit1 University of Arizona, School of Natural Resources and the Environment2 Collaborators: Sandy Anderson, Gray Hawk Nature Center Submitted to: U.S. Fish and Wildlife Service Arizona Ecological Services Office - Tucson 11 May 2015 Cite as: Neils, A.M., C. Bugbee, H.R. Gimblett, and M. Culver. 2015. Arizona Jaguar and Ocelot Conservation Education Project: K-12 Education Plan, Educational Materials, & Examples of Curricula. Final Report to the U.S. Fish and Wildlife Service under Intra-Agency Agreement Number: G13AC00222. 61 pp. 1 Jaguar & Ocelot Education Report Neils et al. 2015 Project Overview Jaguar and ocelot conservation education program The purpose of this program was to provide K-12 students with a general understanding of conservation and the importance of conserving native wildlife, and to develop and implement an education program for jaguars and ocelots in southern Arizona. In order to accomplish this task, we worked closely with Arizona educators to train, teach, and evaluate learning in the classroom and in the field. We aimed to instill not only an appreciation for Arizona jaguars and ocelots, a well-rounded knowledge of their ecology, and how they fit into wildlife communities, but also a sense of responsibility to protect these charismatic species and the habitats in which they live. Educating youth about wild cats will hopefully catalyze their interest in wildlife, and help to spread conservation messages to their parents and throughout southern Arizona communities. This study builds upon the Jaguar Surveying and Monitoring Project in the United States study awarded in November 2011 (Contract number: F11PXO5778) to the University of Arizona (UA). UA embarked on a three-year project to detect and monitor jaguars along the northern side of the U.S.-Mexico border south of Interstate 10, from the Baboquivari Mountains in Arizona to the “boot-heel” region of New Mexico. That project established and implemented a non- invasive survey and monitoring program to gather scientific data on jaguars, ocelots, and other Image 1. Jaguar biologist and scat detection dog check a wildlife (Image 1). camera trap in a known jaguar corridor. Background Why do we teach science in the first place? This question has always been important, but much of the reform going on in the U.S. today has not addressed the question directly. For example, the National Science Board (NSB), in its September 2010 report on “Preparing the Next Generation of STEM [Science, Technology, Engineering, Mathematics] Innovators,” stated that the development of the nation’s capital through schooling was an essential building block for the future of innovation. The authors outlined recommendations in three areas, including providing opportunities for excellence, casting a wide net to attract individuals to science, and creating an environment that fosters innovation. The foundation for the NSB report is embodied in these two stated rationales: 1. The nation’s economic prosperity, security, and quality of life depend on the identification and development of our next generation of STEM innovators. 2. Every student in America should be given the opportunity to reach his or her full potential. High quality, inquiry based science programs motivate children and provide them with intellectual skills, positive attitudes, and values that help them to succeed in school and in life. Science learning raises and examines critical questions and promotes understanding about the 2 Jaguar & Ocelot Education Report Neils et al. 2015 natural and physical world, and provides students with inquiry and investigation skills that will encourage a lifetime of learning. These programs increase interest in subjects that are of considerable importance to the development of highly educated citizens who understand critical issues for the future, as well as student preparation for well-paying, science-related careers. Good science programs help students learn to work together and learn methods that help them resolve conflicts peacefully (National Science Board 2010). Every child should have the opportunity to participate in a strong, coherent science program. It should be a priority for a 21st century world education. Science education can have a powerful impact on children and learning, and it can make a significant difference in the lives of children. Success requires understanding, commitment, dedication, passion, persistence, and hard work over time. Programs should incorporate all major groups of science: natural sciences, which study natural phenomena (including fundamental forces and biological life), formal sciences (such as mathematics and logic, which use an a priori, as opposed to factual, methodology) social sciences which study human behavior and societies, and applied sciences, which apply existing scientific knowledge to develop more practical applications, like technology or inventions. The natural sciences and social sciences are empirical sciences, meaning that the knowledge must be based on observable phenomena and must be capable of being verified by other researchers working under the same conditions. (Popper 1959). Natural science, social science, and formal science make up the fundamental sciences, which form the basis of interdisciplinary and applied sciences such as engineering and medicine (National Science Board 2010). Specialized scientific disciplines that exist in multiple categories may include parts of other scientific disciplines but often possess their own terminologies and expertise. Wildlife education Many of today’s residents of urban communities, especially youth, do not have the opportunity to experience wildlands firsthand, which creates a disconnect between humans and nature (Wells 2006). Researchers have recently begun describing this detachment as Nature- Deficit Disorder (Louve 2009; Jacobs 2012). In addition to the negative health and well-being consequences, the disconnect between youth and the natural world negatively affects their attitudes toward the natural environment and constituent organisms (Louve 2009; Solis and Burgess 2010). Urban children are increasingly unfamiliar with most wildlife species; the exceptions are charismatic carnivore species like wild felids, which are often recognizable but misunderstood. These factors can lead to irrational fear of wildlife and/or disregard for ecological requirements of wildlife. In order to appreciate wildlife, children first need to understand and feel connected with it. As said by Senegalese conservationist Baba Dioum: “In the end we will conserve only what we love. We will love only what we understand” (Kimbell et al. 2009). According to the Central Intelligence Agency (2013), 82% of the U.S. population lives in urban areas with an urbanization rate of 1.2% annually. This high urbanization rate is creating a growing need to research social, health, and educational benefits, as well as the environmental benefits, of environmental education programs. According to the Executive Director of the Wildlife Society, “one of the greatest threats to the future of science-based wildlife management and conservation is a growing public ignorance of ecology and nature” (Hutchins 2012). Only 3 Jaguar & Ocelot Education Report Neils et al. 2015 recently have a limited number of schools and teachers actively sought to bridge the gap between children and nature (Davis 2009). Wildlife education has been defined as “those teaching and learning processes that introduce information about specific wildlife resources, habitats, ecological relationships, conservation, and management strategies into public schools and community educational programs” (Morgan and Gramann 1989). According to Kellert (1994), attitudes toward wildlife are developed through a combination of four factors. These include basic wildlife values, perceptions of particular species, knowledge and understanding of wildlife, and people-animal interactions. This study touched on all of these factors but focused on two in particular: perceptions of particular species, and knowledge and understanding of wildlife. The goal of this study was to increase knowledge and awareness and, in turn, positively affect perceptions of wild cats among the K-12 population. By presenting conservation lessons to students, students will hopefully transfer knowledge to their parents and the Sonoran desert region community and act as catalysts for conservation. Conservation lessons focused on presenting information on the three levels of wildlife knowledge outlined by Kellert (1994): factual understanding, ecological knowledge, and awareness of conservation issues. This study helped facilitate the development of effective conservation education programs and aided in understanding where conservation efforts need to be focused. According to Hansen (2007), an engaged and caring public is crucial to wildlife conservation. Encouraging Tucson students, and subsequently residents of all ages, to take an active role in conserving local wildlife could have significant impacts on local, and potentially global, wildlife conservation. Goal and Objectives Project goal The goal of this study was to increase knowledge and awareness
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