Suggested Project WILD Activities:
Activities are available through our free Project WILD workshops.
And the Wolf Wore Shoes – Students divide books into those about 'real' and those about 'make-believe' animals and then distinguish between real and fictitious animal characteristics. Upon completion students distinguish between animals based on 'real-life' and those based on 'make-believe'; and give examples of real and make-believe animals and their characteristics. Requires children's books and comics about or including both real and make-believe animals.
Animal Charades – Students use charades to depict wild and domestic animals. Upon completion, students define wildlife and distinguish the difference between domesticated, wild and tame animals. Requires chalkboard for use by scorekeeper, small pieces.
Animal Poetry – Students go outside, imagine themselves as animals and then write poems. Upon completion students recognize and experience the inspirational value of wildlife. Requires writing materials.
Beautiful Basics – Students list and organize needs of people, pets and wildlife. Upon completion students identify the five basic survival needs shared by people and animals, including pets and wildlife. Requires chalkboard.
Color Crazy – Students create representations of colorful wild animals. Upon completion students generalize that wildlife occurs in a wide variety of colors. Requires pictures of brightly colored animals; crayons; paint; chalk; construction paper; scissors; glue. Optional other brightly colored art construction material, like artificial feathers, tissue paper, acorns, uncooked noodles.
Everybody Needs a Home – Students draw pictures of their homes and compare their needs with those of other animals. Upon completion students generalize that people and other animals share a basic need to have a home. Requires drawing paper; crayons or chalk.
First Impressions – Students react to photos of different animals and discuss their different contributions to the planet. Upon completion students distinguish between reactions to an animal based on myth or stereotype and those based on accurate information; and recognize the value of animals' contributions to ecosystems - even those that people sometimes fear. Requires large photos or drawings of a variety of animals, including some the students might think are 'cute' and some they might think are 'scary'.
Surprise Terrarium – Students observe a live animal that uses camouflage techniques. Upon completion students identify camouflage as an example of adaptation in an animal; and describe the importance of adaptation to animals. Requires terrarium with vegetation and one animal suited to the kind of habitat components represented in the terrarium (the animal should be one that uses camouflage as a form of adaptation to survive; e.g. leaf hopper, tree frog, tree lizard, walking stick.
Habitracks – Students identify the components of habitat by using a map and exploring their school grounds. Upon completion students identify basic components of habitat; generalize that all animals including people need these components. Requires habitat maps, task cards, habitat components, glue or tape, pencils, scissors, chalkboard, and small paper bags.
What’s That, Habitat? – Students draw pictures of people and animal homes, comparing basic needs. Upon completion student identify their own basic needs and generalize that wildlife and other animals have similar basic needs. Requires drawing paper; crayons or chalk.