Project WILD Activities
- Aqua Words (WILD Aquatic)–
- Students brainstorm water words; make word trees with those words; and write poetic statements about water. Students describe a variety of ways and reasons why water is important to people and wildlife. Requires writing materials.
- Are You Me? (WILD Aquatic)–
- Using picture cards students match pairs of juvenile and adult aquatic animals. Upon completion students recognize various adult and juvenile stages of aquatic animals; and define metamorphosis. Requires Are You Me cards and art supplies.
- Blue Ribbon Niche (WILD Aquatic)–
- Students create a variety of representations of wildlife that can be found in riparian areas. Upon completion students identify different riparian organisms; describe the ecological role of some riparian organisms; describe basic characteristics of riparian zones; and evaluate potential positive and negative effects from changes in riparian zones.
- Changing the Land –
- Students use worksheet maps to study land fragmentation and use aerial photos to examine changes in land use and how those changes affect ecosystems. Upon completion students define fragmentation; explain how fragmentation affects wildlife diversity and populations; evaluate the impacts of different land uses; and consider future land use changes to accommodate growth in a community. Requires copies of Student Reference sheet; cutout circles of adhesive paper; transparency or plastic sheets; markers; copies of aerial photos of an area both past and present.
- Dragonfly Pond (WILD Aquatic)–
- Students create a collage of human land use activities around an image of a pond. Upon completion students evaluate the effects of different kinds of land use on wetland habitats; and discuss and evaluate lifestyles changes to minimize damaging effects on wetlands. Requires for each team scissors; masking tape; paper; 2 sets of Land Use Patterns; one Dragonfly Pond map; and a large piece of paper.
- The Edge of Home (WILD Aquatic)–
- Students explore the concept of ecotones by visiting places where habitats overlap. Upon completion students identify the characteristics of ecotones, or transitional zones, between two wildlife habitats. Requires pencils; paper; long rope or string for marking intervals in one-foot segments; and clipboards.
- Fashion a Fish (WILD 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.
- March Munchers (WILD Aquatic) –
- Students use body movement and pantomime to simulate the feeding motions of marsh animals. Upon completion students identify components of a food web in a salt march; and identify their interconnectedness in the food web. Requires timer; construction paper for tokens; predator feeding behavior cards; detritus eater cards; and one envelope per student.
- Migration Headache (WILD Aquatic)–
- Students portray migrating water birds traveling between nesting habitats and wintering grounds. Students list limiting factors affecting habitats and populations of migrating water birds; predict the effects of such limiting factors; describe the effects of habitat loss and degradation; and make inferences about the importance of suitable habitat.
- No Water Off a Duck's Back –
- Students conduct an investigation to illustrate what happens to wildlife during an oil spill. Upon completion students identify ways oil spills can adversely affect birds; and describe possible negative consequences to wildlife, people and the environment from pollutants caused by humans. Requires cooking oil; shallow containers; eyedroppers; hand lens; feathers; liquid detergent; and hardboiled eggs.
- Puddle Wonders! (WILD Aquatic) –
- Students observe water that accumulates in a puddle; measure the depth of the puddle, the area and the volume. Upon completion students predict where puddles will form and how they will change; observe and describe organisms that live in or near puddles; measure and record the amount of water in a puddle; and make inferences about what types of organisms occupy puddles. Requires pencils; data sheets; measuring instruments; and string.
- Water Plant Art (WILD Aquatic)–
- Students create artwork showing aquatic habitats from their drawings and pressed aquatic plants. Upon completion students identify aquatic plants as an important component in aquatic habitats and for aquatic wildlife.
- Wetland Metaphors (WILD Aquatic)–
- Students are presented with a selection of objects for investigation as metaphors for the natural functions of wetlands. Upon completion students describe the characteristics of wetlands and evaluate the importance of wetlands to wildlife and people. Requires a large pillowcase or box; sponge; small pillow; soap; eggbeater or mixer; small doll cradle; sieve or strainer; paper coffee filter; antacid tablets; small box of cereal; 3X5 cards with pictures that could be used to show other wetland metaphors.
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