Project WILD Guide Safari

Walk Through the Guide

Let’s explore the different sections and framework of the activity guide. You will need your Project WILD book and teammates. Be prepared to chime in with the answers.

1) What is the goal of Project WILD? a) Pg. IV – The goal of Project WILD is to assist learners of any age in developing awareness, knowledge, skills, and commitment resulting in informed decisions, responsible behavior, and constructive actions concerning wildlife and the environment.

2) What two organizations are the primary sponsoring agents of Project WILD at the national level? a) Pg. iv-v – CEE (Council for Environmental Education), WAFWA (Western Association of Fish and Wildlife Agencies)

3) What organization is the primary sponsor for Illinois? a) Not in book, but in PowerPoint – Douglas-Hart Nature Center

4) Into what three main sections is the Project WILD guide organized? a) Pg xxvi – Section 1: Ecological Knowledge, Section 2: Social and Political Knowledge, Section 3: Sustaining Fish and Wildlife Resources

5) Describe one suggested evaluation technique found in the Appendices “Evaluating and Assessing Student Learning.” a) Pg. 333 – Portfolios, performance tasks, student-initiated assessment, visual vocabulary, observation checklists, graphic organizers, interviews/conferences, rubrics.

6) It looks like a lot of these lessons could go hand in hand, any advice on creating a unit? a) Pg. 326 – Unit Planning

7) When was the last time Project WILD was updated? When is the next revision? a) 2000, estimated 2018. 8) Define carrying capacity. a) Pg. 515 – the maximum number of individuals or inhabitants that a given environment can support without detrimental effects.

9) I want to teach a lesson adaptations, where should I look? a) Pg. 503 – Expanded Topic Index

10) Is there an index to topics by grade, or topic? a) Pg. 498 – Topic Index

11) Is there a rubric for learning? a) Pg. 492 – Evaluating and Assessing Student Learning

12) How do I encourage students to care about environmental projects? a) Pg. 487 – Taking Action (Involving students in environmental action projects)

13) Is there an Early Childhood edition to Project WILD? a) Pg. 470 – Early Childhood Extensions or refer them to an upcoming Growing Up WILD workshop.

14) Is there a list of agencies and organizations that might have grants or useful information? a) Pg. 522 – Agencies and Organizations

15) We have a whole unit on food chains, which activities do you recommend? a) Pg. 498 – Topic Index (Birds of Prey, Energy Pipeline, Lobster IN Your Lunch Box, Owl Pellets, Prairie Memoirs, Shrinking Habitat, What Did Your Lunch Cost Wildlife, What’s For Dinner,

16) A teacher is testing students and finished early, with 60 minutes to fill, any ideas? a) Pg. 498 – Topic Index (Duration)

17) Where can I find additional information about certain activities? a) www.projectwild.og

18) What does WILD stand for? a) PowerPoint - Wildlife in Learning Design

19) I am a Math teacher, what are the best activities I can use? a) Pg. 494 – Skills Index (Bearly Growing, Birds of Prey, Checks and Balances, Dropping In on Deer, Energy Pipeline, Graphanimal, How Many bears Can Live In This Forest?, I’m Thirsty, Lobster In Your Lunch Box, No Water Off A Duck’s Back, Oh Deer!, Seed Need, Spider Web Geometry, Turkey Trouble, World Travelers,