Project WILD Activities

The Wild Side of the Family

Activities are available through our Project WILD workshops.

Cover-Wild Side
Adaptation Artistry - Students design and create imaginary birds and write reports including descriptions of the birds’ adaptations.  Upon completion students identify and describe the advantages of bird adaptations and evaluate the importance of adaptations to birds.  Requires drawing paper, painting, clay sculpture or papier-mâché’ materials;  construction paper and glue; and pencil and paper. 

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

Fashion a Fish (Aquatic)
– Students design a fish adapted for various aquatic habitats.  Upon completion students describe adaptations of fish to their environments; describe how adaptations help fish survive; and interpret the importance of adaptations to animals.  Requires body shape, coloration, reproduction, and mouth card set for each group of students. 

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’. 

Interview a Spider – Students use interview techniques, research and writing to develop natural history information about wildlife species.  Upon completion students generalize that wildlife ranges in size and occurs in a variety of forms, colors and adaptations.  Requires writing and research materials. 

Lobster in You Lunch Box
- Students plan and calculate the cost of a family’s meals for one day; create a classroom chart; and analyze, discuss, and summarize findings.  Upon completion students identify which foods are derived from plants and which from animals; and recognize that all food sources derived originally from wild plants and animals.  Requires supermarket advertising in newspapers; scissors; pencil and paper.  Cookbooks are optional. 

What’s Wild? – Students find and classify pictures of wild and domesticated animals, and construct collages.  Upon completion students distinguish between wildlife and domesticated animals; and recognize that wildlife occurs in a variety of forms.  Requires magazines with pictures of a wide variety of animals; poster board or heavy construction paper; glue.


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