IISEC1

UNIT II
Environmental
Issues
Wildlife
Water &
Waste
Management
By Joan Martin
Unit II. Environmental Issues Table of Content
Uni t II
Environmental Issues
Introduction 2
Section A. Wildlife Management
Lesson 1 Getting Down to Basics 5
Lesson 2 The Wild Ones 14
Lesson 3 In Search of Wildlife 23
Lesson 4 Taking Stock 30
Lesson 5 Getting to Know You 36
Lesson 6 Making a Home 44
Section B. Water Management
Lesson 7 More Precious Than Gold 52
Lesson 8 The Slippery Slope 60
Lesson 9 What about Ours? 68
Lesson 10 Waste Not, Want Not 76
Lesson 11 How Much Is Enough? 84
Section C. Waste Management
Lesson 12 What Goes Around Comes Around 93
Lesson 13 Making the Most of It 101
Lesson 14 The Great Percolation Race 113
Glossary 122
References 125
Appendices 126
Appendix A The Environmental Principles 127
Appendix B Audubon Cooperative Sanctuary Program for Schools 132
Appendix C Resources: People 133
Appendix D Resources: Publications 145
Appendix E Laws, Regulations, Executive Orders, and Federal
Funding Sources 147
Appendix F A Scoring Rubric: Blank Page 2 149
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Environmental Issues Introduction
ENVIRONMENTAL ISSUES
Introduction
Background Information
During the 21st century, environmental issues may be among the most significant
issues in the world. Knowledge of the nature and the importance of the environment is
critical. When this knowledge is transformed into action, our potential to protect the
environment can become a reality.
Agricultural education cannot sit still and react to environmental crises. It will have to
face the task of helping students become proactive in preventing new crises. This
prevention can be facilitated by helping students become critical, flexible,
environmentally aware, reflective, and constructive professionals who consider
themselves lifelong learners and stewards of their natural environment.
Sustainability. One area in which students need to be aware is sustainable resource
management. The term “sustainability” is defined in many ways, but basically it
means living on the land in a way that does not diminish the quality of life for future
generations. Quality of life refers to all aspects of life, including the availability of such
natural resources as plants, animals, water, and minerals. It is important to think of
managing the resources on a particular piece of property (such as a schoolyard, a golf
course, or home property), as well as the environmental impact on surrounding
properties. Management of the land in the future should include optimum use of the
land—but not at the expense of the environment. According to R. G. Dodson, author of
the book Managing Wildlife Habitat on Golf Courses (2000), “It is everyone’s
responsibility to manage the land responsibly.”
Environmental Principles. As a result of heightened public awareness of
environmental impacts, a group of environmental agencies and organizations joined
together with golf course and lawn care organizations to produce a set of national
principles to be used as a framework for environmental responsibility in a wide variety
of geographic areas. The principles are meant to be used as a guide in making good
decisions about the planning and operations of golf courses, including design,
construction, and maintenance beyond that which is required by law (Dodson, 2000).
Additionally, the principles can be used as a tool for planning and maintaining
other areas of development, such as recreational parks and home landscapes, to
make them more environmentally sensitive. A listing of the principles pertaining to
this guide (including the website where the complete listing of principles can be
accessed) is found in Appendix A. However, each environmental lesson in this guide
identifies the principle or principles addressed in that lesson.
Audubon International. Audubon International, one of the organizations participating
in the development of the environmental principles, is a not-for-profit environmental
organization. This organization’s primary goals are to (1) conserve and enhance
biological diversity and (2) promote sustainable natural resource management.
Through its programs, it provides information, guidance, and support to enhance
wildlife habitat and improve environmental quality. Among its programs are the
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Audubon Cooperative Signature Program—for projects in the planning stage of

development—and the Audubon Cooperative Sanctuary System—for existing
membership programs in backyard properties, school properties, golf courses, and
business properties (Dodson, 2000). Additionally, the Professional Lawn Care
Association of America (PLCAA) works with Audubon International to produce
publications.
Information about the Audubon Cooperative Sanctuary Program for Schools (including
the website where more information can be accessed) is found in Appendix B. Also,
many of these environmental lessons include items from the Audubon Cooperative
Sanctuary System Environmental Management & Certification Handbook, which was
developed by Audubon International.
The Green Industry. Green plants are essential to a healthy environment. People in
the green Industry are aware of this and work to maintain a healthy environment. For
example, the PLCAA works closely with the EPA to help guide the writing of the
regulations and lawn care businesses operate according to those regulations.
Laws and Regulations. Laws and regulations are major tools in protecting the
environment. Congress passes laws that govern the United States. To put those laws
into effect, Congress authorizes certain government agencies, including the
Environmental Protection Agency, to create and enforce regulations. A listing of a few
of those laws is found in Appendix E.
Learning Approach
The environmental lessons in this guide follow the learning cycle of hands-on, direct
experience; acquisition of information; and application to real-world situations. In the
Performance Objectives, the teacher is to quantify the performance level appropriate
for his or her students.
Direct Experience. Research has shown that students remember more of what they
learn as a result of discovery and direct experience. (Do you know someone who said
they learned more in the workplace than they did in school?) Teachers are encouraged
to take students on field trips to visit golf courses and lawn care service providers.
Also, students will benefit from meeting people from these businesses in the
classroom. After students have a direct experience, or make a discovery, they are more
attentive to acquiring information about what they are learning.
Acquisition of Information. Students access information from different sources: the
Internet, interviews, library search, media, and/or observation and experimentation in
the schoolyard or an off-site location. Observation takes place where organisms live —
in the schoolyard or off site in a golf course, sports field, or park. Experimentation
takes place where the students can control the variables and the experiment can be
replicated. Regardless of how students access information, it is important for them to
document everything. Documentation should be complete and accurate so others can
access the same information, either from the same source or by replicating the
experiment. A student sheet for recording data collected is provided for each
investigation.
Application to Real-World Situations. Each concept is connected to a real-world
situation in specific careers. Additionally, student reflection helps to link the student’s
new knowledge to the student’s world and to career fields. The purpose of the
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reflection is to give the students an opportunity to think; thus, the connection may be
different for each student.
National Standards
National Science Education Standards and National Standards for School
Mathematics. These lessons are correlated with the National Science Education
Standards and the Standards for School Mathematics. Suggestions are made for both
teacher-led activity and student-led activity. Ultimately, you will lead your students in
the way that works best for your class and in the direction that is needed in your area.
Environmental Issues Addressed in This Unit. The purpose of these standards-
based lessons is to provide your students with a basic understanding of some
concepts that can be applied to specific career choices in the Green Industry: Wildlife
Management, Water Management, and Waste Management. In Appendix C, there are
listings of state agencies, the Cooperative Extension Service, U.S. Fish & Wildlife
regional offices, Environmental Protection Agency offices, and professional
organizations.
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Unit II Environmental Issues: Wildlife Management Lesson 1
Lesson 1. Getting Down to Basics

Ecosystems and Wildlife Habitat
Terms
ecosystem: a biological community of flora (plants), National Science
Education
fauna (animal life), and other interdependent living Standards, Grades
things in a setting of nonliving soil, rocks, and water 9-12
habitat: for animals: the arrangement of food, water, Science as Inquiry:
shelter or cover, and space suitable to animals’ needs; Identify questions

for plants: the arrangement of nutrients, water, space, and concepts that
guide scientific
and soil suitable to plants’ needs investigations
Performance Objectives Design and conduct

scientific
The student will investigations
Communicate and
• identify and list features of three different kinds of defend a scientific
ecosystems. argument
Life Science:
• identify and list different kinds of ecosystems within the
schoolyard, a nearby golf course with natural areas, or As a result of their
activities in grades
other community area that includes a natural 9-12, all students
landscape. should develop
understanding of the
• compare findings with those of other students and interdependence of
organisms:
compile the data collected, and list three common
factors and three uncommon factors. --Human beings live
within the world’s
Materials Needed ecosystems
Science and
For each student Technology:
• Student Fact Sheet “What Do We Mean When We Say?” Communicate the

problem, process,
• Student Sheet “Checking It Out” and solution
Science in Personal
• “A Scoring Rubric” (2 pages) and Social
Perspectives:
Background Information
As a result of
Today, the destruction of wildlife habitat is the major activities in grades
9-12, all students
cause of the decline of wildlife populations. Each year should develop an
the United States Fish and Wildlife Service publishes a understanding of
list of threatened or endangered species. (See a list of --natural resources
offices in Appendix C.) Threatened species are plants
and animals whose populations are very low or
decreasing rapidly. Endangered species are those plants
and animals that are so rare that they are in danger of
becoming extinctforever and gone.
According to Ronald G. Dodson, author of “Managing
Wildlife Habitat on Golf Courses” (2000), wildlife is
governed by natural laws—fixed and unchangeable.
Wildlife must have food to eat, water to drink or absorb,
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shelter or cover to produce and raise young and protect History and Nature
themselves from predators, and an amount of space Science:
required by that species to live. Specific requirements for As a result of

each component are different for each species. When 9-12, all students
one species of wildlife does not have the right should develop
combination of the basic requirements of life, it must understanding of
find a habitat that meets its four basic needs, or it will --science as a human
die. endeavor
Standards for
Many golf courses, public landscaped areas, and private School Mathematics
landscapes include enhanced wildlife habitat in order to Standard 1: Number
attract populations of desirable species. Before students and Operation
investigate ways in which wildlife habitat can be Understand
managed, students must understand two major numbers, ways of
concepts: ecosystems and habitat. representing
numbers,
Ecosystems. The term ecosystem is derived from the relationships among
numbers, and
words “ecological” and “system.” An ecosystem is a number systems
complex, biological community of flora (plants), fauna Standard 2: Patterns,
(animal life), and other interdependent living things in a Functions, and
setting of nonliving soil, rocks, and water, light, and Algebra
temperature. When one part of the system changes, the Understand various
whole system changes. types of patterns and
functional
Sometimes change occurs slowly over a period of time. relationships
For example, Earth is a living planet that has been Standard 3: Geometry
and Spatial Sense
evolving over millions of years. This slow change has
resulted in a diversity of large and small organisms. Use visualization and
spatial reasoning to
Sometimes change occurs with the change of season. solve problems both
For example, in winter, food sources can disappe ar. within and outside
mathematics
Sometimes change occurs quickly when there is a
Standard 4:
natural disaster or when humans alter the landscape. Measurement
Humans alter the landscape at an alarming rate. During
Understand
Max Terman’s presentation at the Golf Course attributes, units, and
Superintendents Association of American Conference systems of
measurement
(2000), he said, “We are like a great human eraser,
removing ecosystems.” When we disturb ecosystems, Standard 8:
habitat is lost. Express
mathematical ideas
Habitat. There are many different kinds of habitats that coherently and clearly
fill the four basic needs of a particular species. to peers, teachers,
and others. Use the
Communities of plants within ecosystems are the language of
foundation for establishing habitats. For example, mathematics as a
forests have layers of trees and groundcovers. Marshes precise means of
mathematical
have aquatic plants of varying depths, and meadows expression
have large expanses of low shrubs, grasses, and other
perennials. Areas that border two or more different
kinds of habitats (e.g., woods and fields, or marshes and
meadows) have a different type of vegetation that
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connects them—called “edge.” This type of transition

zone supports a greater diversity of species, including Standard 9:
desirable songbirds. Studies have shown that woodlands Connections
with well-developed shrub edges will support up to 95 Recognize, use and

learn about
percent more birds and up to 40 percent more bird mathematics in
species than those without edge development. contexts outside of
This lesson addresses the following Environmental mathematics
Principle:
Wildlife Management 1. Habitat for wildlife species
that help control pests (e.g., bats, bluebirds, purple
martins, etc.) should be protected. Additional habitat
for these beneficial species should be created
whenever feasible and environmentally desirable.
In this lesson, students begin the study of ecosystems
by identifying one or more ecosystems in their
schoolyard, a nearby golf course, or private property.
Teacher Preparation
• Invite a naturalist from a state agency to talk with your
students about different kinds of ecosystems in your
state. See the Appendices for suggested agencies. If you
do have a guest, plan to conduct the rest of the lesson
during the following class.
• Identify a study site where students can investigate
ecosystems, such as the schoolyard, a nearby golf
course, a park, or private residence.
• Obtain permission for the students to visit the site.
• Make copies of the student sheets.
• Prepare “A Scoring Rubric” for this lesson. No. 1 = none
or minimal; No. 2 = partial performance; No. 3 = full
performance; No. 4 = excellent performance. (A blank
Page 2 of “A Scoring Rubric” is in the Appendices.)
Procedure
1. Share with students the fact that it is important for
people working with the natural areas of golf courses,
parks, or home landscapes to understand the
ecosystems they are seeing. For example, are there
woodlands, marshes, meadows, or streams? In order to
evaluate a habitat for maintaining or attracting desirable
wildlife, a person needs to do the following:
Ø recognize the category of ecosystem and the wildlife
that normally inhabit it.
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Ø estimate the amount of space involved, and note the arrangement of natural
ecosystems. For example, are the areas small and isolated? Are there
natural corridors that connect the ecosystems? Are there two different kinds
of ecosystems next to one another, which produce an “edge” effect?
2. If you have invited a guest naturalist, review with students the name of the
guest, the place he or she works, what the person does, and why he or she is
coming to talk with them. Discuss the manners you expect your students to
have when the guest arrives, while he or she is in the classroom, and as the
guest leaves. Assign roles of hospitality to students. Also, show students the
Scoring Rubric so that they know the expectations for student performance.
3. Have a guest talk about the different kinds of ecosystems there are in the state,
the one most common in the county, and the kinds of plant and animal
communities found in the ecosystem. Encourage students to ask questions
about the importance of natural ecosystems and careers related to the topic,
especially in golf course and landscape mgmt.
4. After the guest has left, or to begin this lesson, distribute the student fact sheet
“What Do We Mean When We Say . . . ?” Go over the terms with the students,
and discuss the ecosystems that might be located in the state and in the
county.
5. Give each person a copy of the student sheet “What Do We Have Here?” Small
groups of students are to use the sheet for recording their findings as they
survey the schoolyard, nearby golf course, or other property with natural areas.
This investigation of different kinds of ecosystems will be important when they
plan to observe wildlife or design a habitat enhancement project. NOTE: Make
sure students understand, and agree to follow, all safety rules.
6. When the assignment has been completed, have students share their findings,
discuss any differences, and compile the findings into one class report.
Reflection (Accept all answers at this time.)
What is something that surprised you in your investigation?
What was the most important thing you learned at this lesson?
What else would be helpful to know about wildlife habitat in this site?
How might this experience be useful to you if you worked at a golf course or a
private residence that has natural areas?
A well-known scientist (Renç Dubos) said “The earth is to be seen neither as an
ecosystem to be preserved unchanged nor as a quarry to be exploited for selfish
and short-range economic reasons, but as a garden to be cultivated for the
development of its own potentialities and the human adventure.” What do you
think he meant?
Enhancement
• Make a map of the site and locate on the map ecosystems identified in the
surveys.
• Invite someone to talk about their work with nongame wildlife, habitat
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restoration, endangered species, native plants, or preservation of habitat. (Ask

the students which topic would interest them.)
• Search for more information about the ecosystems identified in the study site.
• Search the Internet (e.g., http://www.nv.nrcs.usda.gov/NEED/clark.htm) or contact
someone from an agency or organization for videos available on a related topic
of interest. Share results of the search with other students, and agree on the
best video to view.
• Measure the areas of the different ecosystems and compare the sizes.
• Survey another site and compare the findings with the first investigation.
Assessment
Give each student a copy of “A Scoring Rubric,” which is designed for this
lesson. The goal is for students to score a “3” (full performance). Students can
score themselves and then you, as the teacher, can score the students.
Compare and contrast the evaluations with the students so that the students
can learn to evaluate their own work more effectively.
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STUDENT FACT SHEET Student__________________________Date_________
WHAT DO WE MEAN WHEN WE SAY . . . ?
Terms used in describing ecosystems

canopy: the highest spreading branches of a tree
conifers: trees that bear cones
deciduous: plants that shed their leaves in the fall or winter season
herbaceous: plants die back in the winter
perennial: the tops of plants may die back in the winter, but appear again in
the spring
understory: the collection of shrubs, young trees, and herbaceous plants under
the canopy of trees
Several types of ecosystems

Deciduous forest: includes such trees as maple, oak, and hickory—with or
without understory—with a tall canopy
Coniferous forest: includes such trees as pine, spruce, fir, cedar, cypress and
hemlock—with or without understory
Grassland, prairie, and meadow: open communities of plants and animals,
dominated by grasses and/or perennial herbaceous plants
Desert: dry communities of plants and animals, often referred to as arid or
semi-arid lands
Freshwater wetland: communities of living things with water near or above the
soil surface for a part of the year, dominated by aquatic plants below the water
and shrubs or trees emerging above the water.
Saltwater wetland: low-lying meadows, frequently covered by tidewater or
saturated by floodwater that drains from higher land
Stream: seasonal and shallow or year-round flow of water, which supports
aquatic plants and animal life
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STUDENT SHEET Student__________________________Date_______
CHECKING IT OUT
1. Observe the schoolyard, a nearby golf course, a park, or a private residence. Using
the fact sheet “What Do We Mean When We Say . . .?” as your reference, check the
kinds of ecosystems you see. The ecosystem may be large or small.
2. Then, check the top 3 ecosystems that dominate the area.
For example, if you see mostly turfgrass, rank that as number 1.
Kind of Ecosystem Top 3 Ecosystems

___Deciduous forest, with or without understory _____
___Coniferous forest, with or without understory _____
___Grassland, prairie, or meadow _____
___Desert _____
___Freshwater wetland _____
___Saltwater wetland _____
___Stream _____
___Turf (lawn, sports field) _____
___Pond or lake _____
___Garden maintained with beauty as the primary goal _____
___Garden maintained with providing a natural food source
for wildlife—such as butterflies, hummingbirds, or songbirds—
as the primary goal _____
___Natural plant community _____
___Other _____
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A SCORING RUBRIC Name__________________________Date________
LESSON TITLE: Getting Down to Basics
The purpose of this lesson was to ____________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
The method we used was to __________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I learned _____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
The information I learned can be applied to ___________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________
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WHAT I DID: Getting Down to Basics HOW WELL I DID IT

Performance 1 2 3 4
1. Asked the speaker questions. None 1 question 1 question 2 or

with without more
reminder reminder questions
______________________________________________________________________________________
2. Was courteous to the speaker. Was No. 1, Nos. 1 & 2, Nos. 1, 2,

attentive plus plus & 3, plus
greeted thanked assisted
guest guest guest
______________________________________________________________________________________
3. Followed directions for field study. Did not Performed Performed Excellent
perform with without perform-
well reminder reminder ance
______________________________________________________________________________________
4. Completed the student sheet Minimal Completed Completed Completed

“Checking It Out” according to report with without with added
instructions. reminders reminders details
______________________________________________________________________________________
5. Participated in reflection on the No 1 response 1 response 2 or

lesson. response with without more
prompting prompting responses
_______________________________________________________
6.
___________________________________________________________________________
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Lesson 2. The Wild Ones

Learning the Basics of Wildlife
Terms
National Science
domesticated: adapted to live with or for the advantage Education
of humans Standards, Grades
9-12
ecosystem: a biological community of flora (plants) and
Science as Inquiry:
fauna (animal life) existing in a setting of nonliving soil,
rocks, and water Identify questions and
concepts that guide
species: a classification of plants or animals scientific investigations.
Life Science:
amphibian: a cold-blooded animal that lives part of its
As a result of their
life in water and part of it on land activities in grades 9
12, all students should
mammal: a warm-blooded animal that breathes air, has develop understanding
hair, and produces milk for its offspring of the interdependence
of organisms:
bird: a warm-blooded animal with feathers
--Human beings live
reptile: a cold-blooded animal with scales or plates within the world’s
ecosystems.
Performance Objective Science and
Technology:
The student will
Identify a problem or
• identify and list at least three characteristics of four design an opportunity
categories of wildlife that are essential to classification: Science in Personal

and Social
bird, mammal, reptile, or amphibian. Perspectives:
Materials Needed As a result of activities
in grades 9–12, all
For each student students should develop
understanding of
• Student Fact Sheets “Getting to Know You: Wildlife -- natural resources
Classification”
-- environmental
• Student Sheet “The Wild Ones” quality
History and Nature of
• “A Scoring Rubric” (2 pages) Science:
Background Information As a result of activities

in grades 9 – 12, all
One major reason why some wildlife are be coming students should develop
understanding of
endangered or threatened is destruction of habitat. The
purpose of this lesson is to raise awareness of wildlife -- science as a
human endeavor
diversity that may be displaced by landscape and golf
course development. After years of habitat destruction, -- historical
perspectives
people in these industries today are making efforts to
develop the land for the benefit of humans and wildlife.
The term “wildlife” usually refers to such animals as
mammals, birds, fish, reptiles, and amphibians that
have not been domesticated. These animals have a
backbone and, thus are classified as vertebrates. In
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classifying species, an important characteristic is body Standards for

temperature. Different species have different body School Mathematics
temperatures, which determine the basic requirements Standard 2:
Patterns, Functions,
for food and shelter. Warm-blooded animals maintain a and Algebra
relatively constant body temperature, regardless of the
-- Understand
outside temperature. To accomplish this, warm-blooded various types of
animals must store food energy on a daily basis and patterns and
meet their shelter requirements in cold weather. Cold- functional
relationships
blooded animals maintain a body temperature about the
Standard 3: Geometry
same as the external temperature. During the winter and Spatial Sense
months, they are inactive. Some animals cannot survive
Select and use different
freezing temperatures and must hibernate or burrow
below the frost line. A list of basic information about representational
systems, including
vertebrates that your students might find in the coordinate geometry
schoolyard, golf course, recreational park, or residential and graph theory
property is found on the student sheet “Getting to Know -- Use visualization
You.” and spatial reasoning
to solve problems
Certain species are indicators of the quality of the both within and
outside of
environment, because of their environmental needs. For mathematics
example, salamanders and amphibians are indicator
Standard 5: Data
species of environmental quality in wet areas. Because Analysis, Statistics,
of their ecological needs, birds of prey, as well as the and Probability
predatory insect praying mantis, are indicators of Pose questions and
ecological balance in many ecosystems. Larger collect, organize and
represent data to
predators, such as coyotes and bobcats, are also
answer those questions
indicators of quality ecosystems.
In this lesson, students identify specific characteristics
that are used to classify different kinds of wildlife:
mammals, birds, amphibians, and reptiles. (NOTE: If
the prope rty your students will study includes a stream
and fish, include the category “fish” in your study.)
Teacher Preparation
• To stimulate interest in this topic, invite a guest
biologist or naturalist to talk with your students about
disappearing wildlife habitat, efforts being made to
restore habitat in your community, and reasons why.
• These efforts are important. (See the Appendices for
possible sources of guests.)
• Prepare “A Scoring Rubric” for this lesson. No. 1 = none
or minimal; No. 2 = partial performance; No. 3 = full
performance; No. 4 = excellent performance. (A blank
Page 2 of “A Scoring Rubric” is in the Appendices.)
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Procedure
1. Discuss with students the real-world problem of wildlife habitat disappearing at
an alarming rate. When habitat disappears, wildlife disappears. Often we
destroy a natural habitat before we understand how the animals that lived
there benefited us or might benefit us. Today we realize the importance of
wildlife diversity and that we all share the responsibility of managing wildlife
habitats in such a way that the diversity of wildlife will not disappear. Share
with the students any background information from this section or the
“Introduction to Environmental Issues” that will help students understand the
importance of learning about wildlife and wildlife habitat.
2. Invite the guest biologist or naturalist to talk with your students before they
begin this lesson. Prior to the guest’s arrival, review with students the name of
the guest, the place he or she works, what the person does, and why he or she
is coming to talk with them. Discuss the manners you expect your students to
have when the guest arrives, while he or she is in the classroom, and as the
guest leaves. Assign roles of hospitality to students. Also, show students the
Scoring Rubric so that they know what your expectations are for student
performance.
3. Ask the guest to talk about how biodiversity benefits us, things humans do that
destroy wildlife habitat, and ways in which we can maintain biodiversity
through good wildlife management. Encourage students to ask questions about
wildlife management and careers related to the topic, especially in golf course
and landscape management.
4. After the guest has left, or when you begin the next class period, tell the
students they are going on a scavenger hunt to find evidence of wildlife in their
schoolyard or nearby golf course. But first, they need to become familiar with
the classification of species they will be hunting for. Distribute the student
sheets “Getting to Know You: Wildlife Classification” and “The Wild Ones.” Tell
students the definitions of the terms, and have students write the definitions.
Then, using the fact sheet as a resource, students write the essential
characteristics for each classification. For example, the essential characteristics
of an organism that makes it a bird are being a warm-blooded vertebrate that
has feathers.
What did you think was the most interesting thing the speaker said?
How is the study of wildlife management useful in the fields of turf, landscape,
and golf course management?
Do you know about any efforts being made to improve wildlife habitat in a golf
course or private landscape? If so, what are people doing? (For example, they
may be providing water, food, or shelter for wildlife.)
A well-known biologist (Edward O. Wilson) said “ . . . to the degree that we come
to understand other organisms, we will place a greater value on them, and on
ourselves.” What do you think he meant?
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Enhancement
• Access information about the Audubon Cooperative Sanctuary Program for
Schools through the Audubon Cooperative Sanctuary System at
http://www.audubonintl.org.
• You are a wildlife specialist. You have been asked to restore the habitat of one
class of wildlife (e.g., bird) in your site. Prepare to document everything you
learn about the species in that classification and what you might do to attract
them.
Assessment
Give each student a copy of “A Scoring Rubric” that is designed for this lesson.
The goal is for students to score a “3” (full performance). Students can score
themselves and then you, as the teacher, can score the students. Compare and
contrast the evaluations with the students so that the students can learn to
evaluate their own work more effectively.
17
STUDENT FACT SHEET Name_________________________Date________
GETTING TO KNOW YOU: WILDLIFE CLASSIFICATION
1. Write the definition.

domesticated _________________________________________________________________
________________________________________________________________________
The term “wildlife” usually refers to animals that have not been domesticated. They
include mammals, birds, fish, reptiles, fish, and amphibians. In these classes,
animals have a backbone and are classified as “vertebrates.” To manage wildlife
means to protect, conserve, or control these animals. Managing wildlife well
requires carefully observing different species and collecting data, or factual
information, about them.
2. Read about the special characteristics of four classes of animals in the wild.
Different species have different body temperatures.

• Warm-blooded animals have a fairly constant body temperature, regardless of
the outside temperature. To accomplish this, warm-blooded animals store food
energy on a daily basis. They need shelter in cold weather.
• Cold-blooded animals have a body temperature about the same as the
temperature outside their bodies. During the winter months, they are not
active. Some animals cannot survive freezing temperatures; they must
hibernate or burrow below the frost line. The following is a list of basic
information about vertebrates you might find in the schoolyard, a golf course, a
recreational park, or residential property.
Birds are warm-blooded animals.
• All birds have feathers, which help insulate them and usually help them fly.
Birds have no teeth; they have a bill that is adapted for the food they eat. The
bill might be used to pare and crush seeds, grab insects, or get the nectar from
within a flower. Small birds, such as warblers and finches, eat insects, fruits, or
seeds. Large birds of prey, such as hawks, eat small rodents or small birds.
• Most of a bird’s behavior is governed by instinct; for example, some birds
migrate in the fall to warmer temperatures and plentiful food.
• Shelter for birds includes tall grasses, brush piles, and a variety of trees at all
levels—from low grasses and shrubs to the tops of tallest trees. Nest boxes can
be placed in nesting sites, away from human activity.
18
Mammals are warm-blooded.

• Mammals breathe air, have hair, and produce milk for their babies. Most
mammals, such as deer, produce their young alive —rather than lay eggs.
• Mammals have several different kinds of teeth. Small mammals, such as bats,
usually eat insects, fruits, or seeds. Large mammals may eat grass and fruit or
small mammals, fish, or amphibians.
• Some mammals hibernate during cold months to conserve energy. Shelter
includes caves, burrows, brush piles, or hollow tree stumps.
Reptiles are cold-blooded vertebrates.

• Instead of hair or feathers, reptiles have scales or plates, which preserve body
moisture. Reptiles such as turtles, lizards, and snakes, lay eggs on land, or
bear living young on land or in the sea.
• Reptiles have been on Earth longer than any other land vertebrate. They avoid
high and low temperatures by seeking shelter in brush and rock piles. Reptiles
usually eat insects or small mammals.
Amphibians are cold-blooded vertebrates.
• The word “amphibian” is based on Greek words that mean “living a double life.”
Amphibians—salamanders, toads, and frogs—have moist skin instead of scales,
hair, or feathers. Most amphibians live the first part of their lives in water. They
do not drink, but absorb the moisture they need from water and damp soil.
They do not have fins or claws on their toes.
• Amphibians need standing water and objects—such as logs—on the ground for
protection and shelter. The chief items in their diet are injurores insects to
humans, such as mosquito larvae. When amphibians absorb water, they also
absorb the pollution in the water and land. So when amphibians are seen in
their habitat, it means the quality of the habitat is good.
19
STUDENT SHEET Names__________________________________Date_________
THE WILD ONES
1. Write the definitions.
species _______________________________________________________________________________
ecosystem ___________________________________________________________________________
____________________________________________________________________
2. Each species in your schoolyard plays an important role in the ecosystem. Use the
Student Fact Sheet “Getting to Know You” to help identify the essential
characteristics of each classification. Look for this information:
v Is it cold or warm blooded?
v Is it a vertebrate?
v What kind of covering does it have (for example, feathers, scales, or hair)?
BIRD_______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
MAMMAL ___________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
REPTILE___________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
AMPHIBIAN ________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
20
LESSON TITLE: The Wild Ones
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I learned _____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
21
WHAT I DID: The Wild Ones ______ HOW WELL I DID IT

Performance 1 2 3 4 .
1. Asked the speaker questions. None 1 question 1 question 2 or

with without more
reminder reminder questions
______________________________________________________________________________________
2. Was courteous to the speaker. Was No. 1, Nos. 1 & 2, Nos. 1, 2,

attentive plus plus & 3, plus
greeted thanked assisted
guest guest guest
______________________________________________________________________________________
3. Completed student sheet One Two Three Four

“The Wild Ones.” kind of kinds of kinds of kinds of
animal animals animals animals
______________________________________________________________________________________

______________________________________________________________________________________
5.
6.
22
Lesson 3. In Search of Wildlife

Collecting Data About Wildlife in Schoolyard or Other Study Site
Term
data: factual information (the word is plural, for National Science
Education
example “data are”) Standards, Grades
9-12
Performance Objectives
Science as Inquiry:
The student will Identify questions
and concepts that
• identify and classify into four categories wildlife within guide scientific
the schoolyard, a nearby golf course with natural areas, investigations.
or other nearby community area with a natural Design and conduct
landscape. scientific
investigations.
• document a minimum of three such findings of the Use technology and
investigation. mathematics to
improve
• compare findings with those of other students and investigations and
compile data collected, listing the most common and the communications.
least common.. Life Science:
Materials Needed activities in grades
9-12, all students
For every two or three students should develop
• Student Sheet “Recording the Data” interdependence of
organisms:
• Student Sheet “Wildlife in Our Schoolyard”
--Human beings live
For each student within the world’s
ecosystems.
• “A Scoring Rubric” (2 pages) Science in Personal
and Social
For the class Perspectives:
• access to the Internet As a result of
• field guides for mammals, birds, amphibians, and 9-12, all students
reptiles (See the Appendices for suggested guides.) should develop
understanding of
• state lists of wildlife commonly found in the region --natural resources
Background Information History and Nature of

Science:
To “manage” wildlife means to protect, conserve, or As a result of
control these animals. Good wildlife management within activities in grades
9-12, all students
a specific site begins with carefully observing the should develop
species, collecting information about the species, and understanding of
recording the data. In that way, changes in wildlife --science as a
populations can be compared with changes in human endeavor
management practices. --nature of scientific
knowledge
If there is a natural ecosystem (e.g., woodland, field,
wetland) available in the schoolyard, a nearby golf
course, or park, have students identify classes of wildlife
23
that exist in the site. Then students record and compile

Standards for
their findings. Further study of wildlife as part of the School
web of life can focus on specific species in the Mathematics
schoolyard or nearby ecosystem.
Standard 1: Number
Teacher Preparation and Operation
• Identify areas of the study site to determine the best Understand

numbers, ways of
places for students to investigate. representing
numbers,
• Obtain permission to use the selected areas for this relationships among
study. numbers, and
number systems
• Make copies of the student sheets. Standard 3:
Geometry and
• Gather supplies. Spatial Sense
• Prepare “A Scoring Rubric.” No. 1 = none or minimal; Use visualization

No. 2 = partial performance; No. 3 = full performance; and spatial
reasoning to solve
No. 4 = excellent performance. (A blank Page 2 of “A problems both
Scoring Rubric” is in the Appendices.) within and outside
mathematics
Procedure Standard 4:
Measurement
1. Tell the students they are going on a scavenger hunt to
find evidence of wildlife in the areas you selected as Understand
attributes, units,
study sites. Give each group of two or three students a and systems of
copy of “Recording the Data,” review the directions, and measurement
assign a study site to each pair or group, labeling each Standard 5: Data
site “1,” “2,” “3,” and so forth. Go over the instructions, Analysis, Statistics,
and Probability
making sure that each student understands what he or
she is to do. What animals do students think they will Pose questions and
collect, organize,
see during their hunt? If they don’t see any wildlife, or and represent data
evidence of wildlife, what might that mean in terms of to answer those
questions.
wildlife habitat? (Possibly wildlife habitat was destroyed
in the process of developing the land for human use.) Standard 9:
Connections
2. Show students the Scoring Rubric so that they know Recognize, use and
your expectations. Tell the students it is time for the learn about
hunt. Students must be very quiet and move slowly so mathematics in
contexts outside of
that they disturb the wildlife as little as possible. Mathematics.
Suggest that they just sit quietly in their study site and
wait for any startled animals to reappear. Set the time
limit for the search. NOTE: Students can investigate all
the classifications of wildlife at one time, or all the
students can investigate one classification at a time
(e.g., birds). Make sure students understand, and
agree to follow, all safety rules.
3. When the time for the investigation has expired, have
the groups return to the classroom to share their
findings.
4. Have students use field guides, state lists of wildlife, or
web sites on the Internet to identify any species they
24
saw. They are to enter the information on the student sheet “Wildlife in Our
Schoolyard.” Then, compile all the data into one class listing. Ask students:
What are the most common and the least common? NOTE: Emphasize the fact
that documentation is important in any fieldwork so that comparisons can be
made. In this situation, comparisons can be made in different seasons, after
changes in land use, or following habitat restoration efforts.
Were all categories of wildlife found? If not, why might that be?
Did you see evidence of wildlife (e.g., partially eaten seeds)?
Could you have counted the individuals of a particular species? Why or why not?
What did you discover?
Given your understanding of the need for food, water, and shelter, how might
more species be attracted to your schoolyard or to the natural areas of a golf
course or park?
How is the study of wildlife useful in the fields of lawncare, landscape, and golf
course management?
A well-known ecologist (Sara Stein) said, “Ecology sees all species connected in
such a mesh of interdependence that one hardly dares step on an ant.” What did
she mean?
Enhancement
• Investigate the role of insects in a balanced ecosystem, the impact of chemicals
on their populations, and ways in which people can prevent their destruction.
• Maintain a wildlife inventory throughout the year, and compare the findings as
the seasons change.
• Take pictures, slides, or videotapes to document the wildlife you have in your
schoolyard ecosystem or the ecosystem you investigated.
• Report to the class and other classes in your school what regional parks, golf
courses, private properties, or recreational areas are doing to restore wildlife
habitat in your area and why it’s important.
• Select one species commonly found in your area and study its population in
your study site.
• Identify the food that wildlife need in your ecosystem.
Assessment
The goal is “3,” full performance. Students can score themselves and then you,
as the teacher, can score the students. Compare and contrast the evaluations
with the students so that the students can learn to evaluate their own work
more effectively.
25
STUDENT SHEET Names_________________________Date_______Study Site ____
RECORDING THE DATA
1. In your assigned study site, look for species in the four classes below. Check each
one that you see, or see evidence of its being there.
For example, did you see birds? Or seed hulls that birds might have left after eating?
2. When you see a species, look for distinguishing color or markings. Then, use the
sheet “Wildlife in Our Schoolyard” and field guides to identify species that you see.
Write the name of each species you can identify.
For example, did you see a robin, cardinal, or blue jay?
Classification Description of Species
___Bird ______________________________________________________________
______________________________________________________________
___Mammal ______________________________________________________________
______________________________________________________________
___Reptile ______________________________________________________________
______________________________________________________________
___Amphibian ______________________________________________________________
______________________________________________________________
___Other ______________________________________________________________
26
STUDENT SHEET Names________________________ Date______ Study Site___
WILDLIFE IN OUR SCHOOLYARD
Check the species that you observed in your study site, and add the names of others
that are not listed.
Mammals Birds
__Chipmunk __Brown-headed cowbird

__Bat __Chickadee
__Mouse __Crow
__Rabbit __Finch
__Mole __House sparrow
__Grey squirrel __Cardinal
______________________ __Mockingbird
______________________ __Pigeon
______________________ __Robin
______________________ __Song sparrow

______________________ ______________________
______________________ ______________________
______________________ ______________________
Reptiles Amphibians
__Lizard __Toad
__Garter snake __Salamander
__Turtle ______________________
______________________ ______________________
27
LESSON TITLE: In Search of Wildlife
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I learned _____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________
28
WHAT I DID: In Search of Wildlife __ ______ HOW WELL I DID IT

perform with without performance
well reminder reminder
______________________________________________________________________________________

“Recording the Data” according to report with without with many
instructions. reminders reminders details
______________________________________________________________________________________
3. Completed the stude nt sheet Used no Used 1 Used 2 Used 3

“Wildlife in Our Schoolyard.” resources resource resources resources
______________________________________________________________________________________

______________________________________________________________________________________
5.
6.
29
Lesson 4. Taking Stock

Taking an Inventory of Wildlife Habitat in a Study Site
Term
dominant: the controlling plant that determines what National Science
Education
other organisms are present Standards, Grades
9-12
Performance Objectives
Science as Inquiry:
The student will Identify questions
and concepts that
• identify and list all the ways in which people have guide scientific
enhanced or protected a wildlife habitat. investigations.
• identify and list the most dominant native plant species Design and conduct
scientific
in the study site. investigations.
• compare findings with those of other students and reach Use technology and
mathematics to
consensus on class audit and record your findings. improve
investigations and
Materials Needed communications.
For each student Life Science:
• Student Sheet “What Are We Doing Here?” activities in grades 9 -
12, all students
• “A Scoring Rubric” (2 pages) should develop
For the class interdependence of
organisms:
• access to the Internet
--Human beings live
• field guides and identification keys for identifying trees within the world’s
ecosystems.
and shrubs—or the dominant plants in the natural
landscape (See Appendix D for suggestions.) Science in Personal
and Social
Background Information Perspectives:
As a result of
Today people in the landscaping and golf course activities in grades 9 -
industries are more sensitive than ever to such 12, all students
should develop
environmental issues as sustainable natural resources, understanding of
conservation of wildlife, and restoration of wildlife
--natural resources
habitat. Landowners are encouraged to assess and
develop strategies for addressing these issues during the History and Nature of
Science:
planning and construction phase of land development.
As a result of
When the land includes a natural area—an undisturbed activities in grades 9 -
12, all students
ecosystem—people have the opportunity to incorporate should develop
that natural area into their plans in several ways: (1) understanding of
People can leave undisturbed natural areas untouched --science as a human
so that nature can “do its thing”; (2) people can connect endeavor
patches of natural areas to other natural areas by --nature of scientific
developing natural corridors through which wildlife can knowledge
move; (3) people can protect the ecosystem from human
disturbance so that the balance of nature can be
30
Standards for
sustained; and (4) people can enhance or re-establish School Mathematics
the habitat to attract desirable wildlife, such as song
Standard 1: Number
birds and butterflies. and Operation
Once a natural ecosystem—and wildlife habitat—has Understand

been destroyed, it is a major undertaking to restore it to numbers, ways of
representing
its original state. So, it’s important for today’s students numbers,
to seize the opportunity to join with others as guardians relationships among
numbers, and
of rich ecosystems and diversity of wildlife. This lesson number systems.
addresses the following Environmental Principle:
Standard 2: Patterns,
Wildlife Management 1. Habitat for wildlife species Functions, and
Algebra
Understand various
martins, etc.) should be protected. Additional habitat types of patterns and
for these beneficial species should be created functional
whenever feasible and environmentally desirable. relationships.
In this lesson, students begin the study of wildlife and Spatial Sense
management by conducting a survey of ways in which
Use visualization and
people have —or have not—enhanced or protected a spatial reasoning to
wildlife habitat in their schoolyard, a nearby golf course, solve problems both
or private property. within and outside
mathematics.
Teacher Preparation Standard 4:
Measurement
• Identify a study site—schoolyard, nearby golf course,
Understand
private property, or park— in which there is a natural attributes, units, and
ecosystem and people are helping to sustain wildlife. systems of
measurement.
• Obtain permission for students to investigate the site. Standard 5: Data
Analysis, Statistics,
• Make copies of the student sheet “Taking Stock.” and Probability
• Complete items on “A Scoring Rubric.” No. 1 = none or Pose questions and

collect, organize, and
minimal; No. 2 = partial performance; No. 3 = full represent data to
performance; No. 4 = excellent performance. (A blank answer those
Page 2 of “A Scoring Rubric” is in the Appendices.) questions.
Standard 9:
Procedure Connections
1. Share with students information in the Background Recognize, use and

learn about
section and the need to document the current status of mathematics in
a wildlife habitat prior to making a management plan for contexts outside of
the site. Discuss how documentation and record keeping mathematics.
contribute to a growing body of important information
needed for effective wildlife management in the
landscape and golf course industries.
2. Distribute the student sheets “Taking Stock,” tell
students which site they will investigate, answer any
questions they have, and assure them that if they need
help in completing the survey they can get that help
from you or other students. Show them the Scoring
31
Rubric so that they will know the expectations for this lesson. Have students
work in small groups of two or three for this investigation. (You might want
different groups to complete different parts of the survey.) NOTE: Make sure
students understand, and agree to follow, all safety rules.
3. Conduct the investigation. Have students use the plant guides and keys—or
web sites on the Internet—to identify dominant plant species. Discuss the
importance of the dominant species—the controlling plant that determines what
other organisms are present. For example, plants that need sunlight do not
grow in a woodland with large trees. Thus, tall trees that limit the sunlight
reaching the earth enable only shade-loving trees to grow beneath them.
4. When the assignment has been completed, have students share their findings
with one another. If there are any differences among the groups, have students
defend their responses and then reach a consensus.
Why do you think it is important for the landscape and golf course industries to
take an inventory of the ways they are enhancing natural areas for wildlife?
If you did not check everything on the list as being available or provided for, what
are some ways a person could enhance the habitat?
Why do you think it is important to know the dominant native species in an
ecosystem?
What else would you like to know about the habitat?
Enhancement
• Measure the site and calculate the area.
• Make a map of the study site, include features documented, and date this
record of the site.
• Investigate ways in which people can further enhance a wildlife habitat.
• Conduct the same survey at a second site. Compare and contrast the findings
of the two sites.
Assessment
The goal is “3,” full performance. Students can score themselves and then you,
as the teacher, can score the students. Compare and contrast the evaluations
with the students so that the students can learn to evaluate their own work
more effectively.
32
STUDENT SHEET Names___________________________Date_______Study Site ____
WHAT ARE WE DOING HERE?
Conduct a careful examination of a natural habitat to assess what is being done to

provide good habitat for desirable wildlife species. Check the following items.
Yes No
1. Maintaining a natural habitat requires protecting it from
human destruction. Is there trash in the area? ___ ___
2. Animals need shelter and places to raise their young. Have dead
trees been left standing where they are not a problem? ___ ___
3. Have fallen trees been left on the ground where they are not
a problem? ___ ___
4. Are there nesting boxes or other structures for birds? ___ ___
5. Are there brush piles? ___ ___
6. Are there rock piles? ___ ___
7. One of the needs of wildlife is space. Have corridors

connecting wildlife habitat been established? ___ ___
8. Two essential needs of wildlife are sources of water and food.

Are there water sources or bird baths? ___ ___
9. Are there bird feeders or feeding stations? ___ ___
10. Natural ecosystems include native trees, shrubs, grasses, or

perennials (tops die back in winter and grow again in spring).
Are there native plants in the ecosystem? ___ ___
11. Observation of wildlife is useful. Is there a nature trail? ___ ___
12. Is there a list of wildlife and native plant species available? ___ ___
13. The dominant native plant (tree, or shrub, or grass) is
_______________________________. (Collect one leaf sample and check it out!)
33
LESSON TITLE: Taking Stock
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I learned _____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________
34
WHAT I DID: Taking Stock ___________ HOW WELL I DID IT

perform with without perform-
well reminder reminder ance
______________________________________________________________________________________

“What Are We Doing Here?” according report with without with added
to instructions. reminders reminders details
______________________________________________________________________________________
3. Participated in reflecti on on the No 1 response 1 response 2 or

______________________________________________________________________________________
4.
5.
6.
35
Lesson 5. Getting to Know You

Step One of a Habitat Enhancement Project: Gathering
Information About a Wildlife Species and a Plant Species
Terms
biodiversity: diversity of living organisms National Science
Education
habitat: for animals—the arrangement of food, water, Standards, Grades
9-12
shelter or cover, and space suitable to an animal’s
Science as Inquiry:
needs; for plants—the arrangement of nutrients, water,
space, and soil suitable to a plant’s needs Identify questions
and concepts that
Performance Objectives guide scientific
investigations.
The student will Design and conduct
scientific
• conduct research to identify and list the ecological needs investigations.
of one wildlife species and one native plant species. Use technology and
mathematics to
• document the source of information. improve
investigations and
Materials Needed communications.
For each student Life Science:
• Student Sheet “All About Me: A Wildlife Species” activities in grades
9-12, all students
• Student Sheet “All About Me: A Native Plant” should develop
• “A Scoring Rubric” (2 pages) interdependence of
organisms:
For the class
--Living organisms
• bundle of twigs and branches have the capacity to
produce populations
• field guides and identification keys for plants and of infinite size, but
environments and
animals (For suggested guides and identification keys, resources are finite.
see Appendix D.)
--Human beings live
• state lists of wildlife and native plants commonly found within the world’s
ecosystems.
in the region
Science and
• manual for style of references, such as the Publication Technology:
Manual of the American Psychological Association (Check Identify a problem or
with the school librarian for a resource.) design an
opportunity.
Background information
When land is developed for the benefit of people, it is
accomplished best when it also benefits wildlife and
native plant communities. Why? Because, although
people are continuing to conduct research in this area,
we don’t know yet how each species benefits us. Also,
scientists are learning more about the importance of
biodiversity and the interrelationships of many species.
36
We still have much to learn, but we do know this: when Science in Personal
we lose habitat, we lose species. Some scientists warn and Social
Perspectives:
that when we lose plant and animal species, we also lose
As a result of
microorganisms that may contribute to our own well- activities in grades
being (e.g., as the source of life-saving drugs). In the 9-12, all students
balance of nature, each living organism—large and should develop
understanding of
small—plays a role in the web of life. We are all
connected. --natural resources
--environmental
As students learn about the characteristics and needs of quality
wildlife that are beneficial to us (e.g., those that eat History and Nature of
insects harmful to us) and about the value of native Science:
plants to the wildlife, students see how humans share As a result of
the world’s ecosystems. activities in grades
9-12, all students
This lesson addresses the following Environmental should develop
Principle: understanding of
--nature of scientific
Wildlife Management 1. Habitat for wildlife species knowledge
martins, etc.) should be protected. Additional habitat
Standards for School
for these beneficial species should be created Mathematics
whenever feasible and environmentally desirable.
Standard 2: Patterns,
This lesson is Step One of a habitat-improvement Functions, and
Algebra
project. Students select a wildlife species they would like
to attract to their schoolyard or nearby golf course and a Understand various
types of patterns and
native plant species that they can add to the site. functional
relationships
Teacher Preparation
Standard 5: Data
• Gather supplies. Analysis, Statistics,
and Probability
• Select the study site that students can use to enhance Pose questions and
wildlife and native plant habitat, and obtain permission collect, organize, and
represent data to
for students to use this study site. answer those
questions.
Standard 6: Problem
• Prepare “A Scoring Rubric.” No. 1 = none or minimal; Solving
No. 2 = partial performance; No. 3 = full performance; Develop a disposition
No. 4 = excellent performance. (A blank Page 2 of “A to formulate,
represent, abstract,
Scoring Rubric” is in the Appendices.) Then, make a and generalize in
front-and-back copy of the sheets for each student. situations within and
outside mathematics.
Procedure Standard 7:
Reasoning and Proof
1. Show students the bundle of twigs and branches, and
ask them what they see. Accept ALL answers. If no one Select and use
various types of
suggests the possibility of a shelter for wildlife, arrange reasoning and
them into a brush pile. Ask students what value the methods of proof as
brush pile might have on the edge of a woods or appropriate.
meadow. Lead discussion towards a shelter for wildlife.
37
In the Green Industry,” everyone must take Standard 8:

responsibility for making our world a better place—for Communication
all living things. Today, we understand that working Express

mathematical ideas
with nature, and not against it, makes environmental coherently and clearly
sense AND economic sense. It means making good to peers, teachers,
decisions about how to manage the land. It means and others.
learning what will work on a particular piece of land. Use the language of
Weaving nature into our vision for a landscape means mathematics as a
precise means of
seeing the beauty in a field of wildflowers—or value in a mathematical
brush pile. How can we have wildflowers and native expression.
trees for wildlife AND a beautiful landscape for us?
2. Divide the students into groups of four. Give each group
the task of designing a plan to improve habitat in your
own schoolyard. Given the students’ knowledge of
species in their schoolyard—or nearby study site—and
the habitat that provides for the needs of these species,
each group chooses to improve the habitat of one
species.
3. The habitat improvement plan should be within the
scope and means of the students to experience success.
Also, it clearly should be of benefit to the community. A
natural habitat begins with native plants—trees, shrubs,
grasses, and/or perennials.
4. To begin the project, have students use the student
sheet “All About Me: A Wildlife Species” to complete a
profile of the species they want to attract (e.g., bluebird,
butterfly). Each member of the group should be
responsible for finding out about one section of the
species’ profile. Distribute the student sheet “All About
Me: A Native Plant” for students to complete—a profile of
the species they want to add in order to enhance the
habitat for their selected wildlife species (e.g., plants
with berries for bluebirds). The plant should be one that
is used by the wildlife species the group wants to
attract. So that students will be successful in finding the
information, encourage them to use the Internet, field
guides, local bird watchers in the community, a biologist
from a Fish and Wildlife office, a local nursery
salesperson, a naturalist, or the person at a golf course
who is in charge of the wildlife area.
5. Explain to the students that recording the source of
collected information is important in any investigation.
There are several reasons for doing this: (1) it enables
others to access the same information; (2) it offers
students an opportunity to learn the correct way of
38
referencing resources; and (3) it serves to authenticate the student’s

information. NOTE: As the teacher, you might need to help students document
resources correctly.
6. When the profiles are completed, have students share the information they have
found with the rest of the class. Let other students ask questions and offer
suggestions.
What did you learn from this investigation?
What one thing would you like to know about habitats in your area?
What else might you want to do to improve the habitat of a wildlife species?
If you decide to work in the “green industry,” how might the things you learned in
this investigation help you?
Enhancement
• Maintain a wildlife inventory list throughout the year. The list can begin with
one species—native plant or animal—and then grow to include more and more
species. Each class of students can build on the work of other classes. This list
will become a base line for habitat improvement projects that are implemented.
• Document everything! Take pictures. Take notes. Keep records. Make sketches.
Preserve samples of newly introduced native species of trees, shrubs or
perennials. Label specimens correctly, the way scientists do. Need help? Locate
a biologist in your community to assist you!
• Check out Appendix B. for ideas and possible membership in an organization
that can help you build your habitat improvement program.
Assessment
39
STUDENT SHEET Student_________________________Date______
ALL ABOUT ME: A WILDLIFE SPECIES
Select a species to attract to your study site. As a group, complete the information
about the species you selected. Each person completes one section of the profile (e.g.,
section number 1.).
1. My common name is ____________________________________________________________
My scientific name is ___________________________________________________________

Check one: I live here _____ year-round _____ winter _____ summer
_____ I migrate, so I just pass through in spring and fall
2. I especially like to eat ___________________________________________________________
_________________________________________________________________________________
I need to find water (where?) _____________________________________________________
3. The shelter I like is ______________________________________________________________
The space I need is ______________________________________________________________

Check one: ______ I am shy. I avoid people. ______ I am accustomed to people.
4. Some of the plants I like in my habitat are ((herbs, shrubs, trees, grasses, etc.):
_________________________________________________________________________________
_________________________________________________________________________________
Source of information:
1. _________________________________________________________________________________
2. _________________________________________________________________________________
3. _________________________________________________________________________________
4. _________________________________________________________________________________
40
STUDENT SHEET Student_________________________Date______
ALL ABOUT ME: A NATIVE PLANT
Use a list from your state native plant society or your state Fish and Wildlife office to
select a native plant for improving the habitat of the wildlife species you want to
attract. As a group, complete the information about the plant you selected. Each
person completes one section of the profile (e.g., section number 1.).
1. Check one: I am a ____ grass ____ perennial ____ shrub ____ tree
My common name is ____________________________________________________________
My scientific name is ___________________________________________________________
2. Check one: I grow best in ____ dry soil ____ moist soil ____ wet soil
Check one: ____ I prefer a sunny location. ____ I prefer a shady location.
3. Check all that apply:

____ I provide food for wildlife in the ____ winter ____ spring ____ summer ____fall
____ I provide shelter for the wildlife species.
____ I provide a place for the wildlife species to raise its young.
4. I also provide food, shelter, or a place to raise young for other wildlife:
_______________________________________ ________________________________________
_______________________________________ ________________________________________
Source of information:
1. _________________________________________________________________________________
2. _________________________________________________________________________________
3. _________________________________________________________________________________
4. _________________________________________________________________________________
41
LESSON TITLE: Getting to Know You
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I learned ____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________
42
WHAT I DID: Getting to Know You ____ HOW WELL I DID IT

Performance 1 2 3 4 _______.
“All About Me: A Wildlife Species” report with without with many
# ___ according to instructions. reminders reminders details
______________________________________________________________________________________
2. Completed “All About Me: A Wildlife Recorded Recorded Recorded Recorded

Species” section “Source of no resource resource resource
Information,” # ___. resource with help with help without
help
______________________________________________________________________________________
3. Completed the student sheet Used no Used 1 Used 2 Used 3

“All About Me: A Native Plant” resources resource resources resources
# ___ according to instructions.
______________________________________________________________________________________
4. Completed “All About Me: A Wildlife Recorded Recorded Recorded Recorded

Species” section “Source of no resource resource resource
Information,” # ___. resource with help w/ min. without
help help
______________________________________________________________________________________

______________________________________________________________________________________
6.
43
Lesson 6. Making a Home

Step Two of a Habitat Enhancement Project: Planning and
Implementing a Simple Wildlife Habitat-Improvement Project
Term
habitat: for animals—the arrangement of food, water, National Science
Education
shelter or cover, and space suitable to an animal’s needs Standards, Grades
for plants—the arrangement of nutrients, water, space, 9-12
and soil suitable to a plant’s needs Science as Inquiry:
Performance Objectives Identify questions and

concepts that guide
The student will scientific investigations.
Design and conduct
• identify a need for improving the habitat of a wildlife scientific
species. investigations.
• Design and implement a habitat-improvement plan for Formulate and revise

scientific
that species. explanations and
models using logic
Materials Needed and evidence.
For each student Communicate and

defend a scientific
• Student Sheet “Planning a Home” argument.
Life Science:
• Student Sheet “Making a Home”
• “A Scoring Rubric” (2 pages) activities in grades 9
12, all students should
For the class develop understanding
of the interdependence
• field guides and identification keys for plants and of organisms:
animals (For suggested guides and keys, see Appendix --Living organisms
have the capacity to
D.) produce populations
of infinite size, but
• state lists of wildlife and native plants commonly found environments and
in the region. resources are finite.
• manual for style of references, such as the Publication --Human beings live
within the world’s
Manual of the American Psychological Association (Check ecosystems.
with the school librarian for a resource.) Science and
Technology:
Background information
Identify a problem or
Habitat in Developed Areas. Preserving or restoring design an opportunity.
habitat for living organisms, such as native plant Propose designs and
communities and wildlife, can be accompl ished in choose between
alternative solutions.
several ways. For example, a “patch” of land with a
relatively uniform habitat such as a cluster of trees or Implement a proposed
solution.
meadow can serve as habitat for wildlife. Large patches
are better than small patches; circular patches are
better than ribbon patches; and patches connected by
44
“corridors” of similar plants are better than isolated Evaluate the solution
patches. Some species require large, undisturbed and its
consequences.
patches of habitat, while others can survive in smaller
Communicate the
patches. In application of the principle, it is suggested problem, process,
that about 60 percent of a naturalized golf course needs and solution.
to be available as a natural area to support wildlife, but Science in Personal
a golf course with 30 percent natural area will support and Social
some common species. Perspectives:
As a result of activities
Depending upon the type of habitat that exists on the in grades 9-12, all
property and the wildlife desired to be attracted or students should develop
preserved, the plan to enhance the property can vary understanding of
considerably. It can be as simple as adding a brush pile --science as human

endeavor
or as complex as planning and establishing several
acres of new habitat for wildlife. Location and situation --environmental
quality
are the driving factors in embarking on any habitat
enhancement project. Partnerships in such projects are History and Nature of
Science:
very helpful. It is difficult to do it alone.
As result of activities in
Plants and Structures. Whatever the plan, plants and grades 9-12, all
students should develop
structures are the foundation of a habitat enhancement understanding of
project. Plants can include evergreens for winter shelter,
--science as a human
grasses and legumes for birds and plant-eating animals, endeavor
and nectar plants for butterflies and hummingbirds.
--nature of scientific
Seasonal plants offer summer fruits and berries, fall knowledge
nuts and grain, and winter fruits and protective cover.
In other words, plant it and they will come! Structures
Standards for
might include nest boxes, dead or fallen trees, brush School Mathematics
piles and rock piles, caves and cliffs, year-round water
Standard 1: Number
source, and feeding stations. and Operation
This lesson addresses the following Environmental Understand numbers,
Principles: ways of representing
numbers, relationships
Wildlife Management 1. Habitat for wildlife species among numbers, and
number systems.
Understand the
martins, etc.) should be protected. Additional habitat meaning of
for these beneficial species should be created operations and how
whenever feasible and environmentally desirable. they relate to each
other.
Wildlife Management 2. Manage habitat to maintain Use computational
healthy populations of wildlife and aquatic species. tools and strategies
fluently and estimate
This is Step Two of a habitat-improvement project. appropriately.
Students plan one simple addition to the natural site, Standard 2: Patterns,
implement the plan, and document the process. NOTE: Functions, and
Algebra
Incorporate more science and mathematics into the
projects, so students will have fun and learn, too. Understand various types
of patterns and functional
Document academic and social improvement! This is relationships.
important for expanding an environmental education
program.
45
Teacher Preparation
• This lesson will take more than one class period,
depending on the scope of the project. and Spatial Sense
• Gather supplies. Analyze characteristics
and properties of two
• Select the study site that students can use to enhance and three-dimensional
wildlife and native plant habitat, and obtain permission geometric objects.
for students to use this study site. Use visualization and
spatial reasoning to
• Make copies of the student sheets. solve problems both
within and outside of
• Prepare “A Scoring Rubric.” No. 1 = none or minimal; mathematics.
No. 2 = partial performance; No. 3 = full performance; Standard 4: Data
No. 4 = excellent performance. (A blank Page 2 of “A Analysis, Statistics,
and Probability
Scoring Rubric” is in the Appendices.) Then, make a
front-and-back copy of the sheets for each student. Pose questions and
collect, organize, and
represent data to
Procedure answer those questions
1. Remind students that in the “green industry,” everyone Develop and evaluate
must take responsibility for making our world a better inferences,
predictions, and
place—for all living things. Divide the students into the arguments that are
same groups they formed for Lesson 5. Now the group based on data.
will design a plan to improve habitat in your own Understand and
schoolyard or the study site you selected. The habitat apply basic notions of
chance and
improvement plan should be within the scope and probability.
means of the students to experience success. Also, it
Standard 6: Problem
clearly should be of benefit to the community. Solving
2. To continue the project, give students the student sheet Develop a disposition to
“Planning a Home” to complete, and go over the formulate, represent,
abstract, and generalize
instructions. The project they choose to do should be in situations within and
exciting to them, feasible, and have your approval. Keep outside mathematics.
the projects simple, but effective. For example, students Standard 9:
could provide a brush pile or rock pile as shelter, a bird Connections
feeder (of course, students would need to set up a Recognize, use, and
schedule to keep the feeder full during the year), or a learn about
mathematics in
bluebird house (if the property is appropr iately situated). contexts outside of
Students will also need to plant a native plant mathematics
appropriate for the habitat. NOTE: More than one group
can add something to the habitat for the same species. If
they collaborate, they need to coordinate efforts so that
the site is richer, not repetitive.
3. When the plans are completed, have a representative
from each group share its plan with the class. Let the
other students ask questions and make suggestions.
NOTE: Follow through with the students’ ideas and
interests. They will need to talk with school personnel
46
first, in much the same way that project leaders in the community need to do
when they propose an idea. Students may need guidance in knowing how to get
help from community members.
4. Give students a copy of “Making a Home” to complete as they implement their
plans. Go over the instructions so that they are clear about the assignment,
including dating everything they do. Documentation can be used as evidence of
student effort when looking for funds. NOTE: Make sure students understand,
and agree to follow, all safety rules.
5. As each project has been completed, celebrate! Let others know what your
students have accomplished! Alert the local newspaper, and be sure all
community partners in the project are invited to the celebration!
6. Have students evaluate the results. Ask, What would you do differently if you
were starting a new project? List the responses and keep them as a reference.
7. Ask the students to write thank-you letters to all the community partners.
What do you think this statement means, “Plant it and they will come”?
What do you think are the chances that your selected species will come to the
site? Why?
What lessons did you learn from this project?
What else would you like to know about habitats in your area?
What else might you want to do to improve the habitat of a wildlife species?
If you decide to work in the “green industry,” how might the things you learned in
this experience be helpful to you?
Enhancement
• Increase the scope of your habitat enhancement projects to other areas in the
community: find a golf course partner; increase interaction with agencies and
organizations; and envision yourself at the center of a community-wide effort to
improve habitat for wildlife.
• Make a map of the school grounds or acquire one from a partner golf course.
Add more and more detailed information about native plant communities,
wildlife, habitat enhancement (e.g., nature trails, feeding stations, water
sources, etc.).
• Check out Appendix B for ideas and possible membership in an organization
that can help you build your habitat improvement program.
• Locate information on the Internet about the Endangered Species Act.
Assessment
47
STUDENT SHEET Group_________________________Date______

PLANNING A HOME
As a group, complete this sheet while making plans to improve the site for your
selected spe cies so that your project will be more successful.
We are planning to enhance the habitat for _________________________________________

Scientific name: ____________________________________________________________________
Our goal is to add (including native plant) ___________________________________________

_____________________________________________________________________________________
because ____________________________________________________________________________
To do this, we will need _____________________________________________________________

_____________________________________________________________________________________
The estimated cost is $___________, which will come from_____________________________
We will need help from ______________________________________________________________

for _________________________________________________________________________________
We will need to maintain these additions (including native plant) by___________________

_____________________________________________________________________________________
The people who will do this are ______________________________________________________

(when) ______________________________________________________________________________
Our school and our community will benefit from this project because _________________
_____________________________________________________________________________________
We will benefit from this project because ____________________________________________
Signed: _____________________________________ ______________________________________

_____________________________________ ______________________________________
Teacher’s signature: ________________________________________________________________
48
STUDENT SHEET Students_____________________________Date______
MAKING A HOME
Complete this sheet as you do each step of the project.

This habitat improvement is for (1) which wildlife species and (2) which native plant?
1. ________________________________________ 2. _____________________________________
Date What we did Who did it Cost____

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Date completed:________ Plans for maintenance submitted________ Total cost $_______

Plan for observation submitted_______ Photos or sketches submitted_______
49
LESSON TITLE: Making a Home
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I learned _____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
50
WHAT I DID: Making a Home ____ HOW WELL I DID IT


“Planning a Home” according to report with without with many
reminders reminders details
______________________________________________________________________________________
2. Completed the student sheet Re corded Recorded Recorded Recorded

“Making a Home” according to no activity activity activity
instructions. activity with help with w/out help
minimal
he lp
______________________________________________________________________________________
3. Completed the project. Minimal Partial Full Excellent

participation participation participation participation
______________________________________________________________________________________

______________________________________________________________________________________
5.
6.
51

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UNIT II

Audubon Cooperative Signature Program—for projects in the planning stage of

Lesson 1. Getting Down to Basics

habitat: for animals: the arrangement of food, water, Science as Inquiry:

shelter or cover, and space suitable to animals’ needs; Identify questions

Performance Objectives Design and conduct

• Student Fact Sheet “What Do We Mean When We Say?” Communicate the

required by that species to live. Specific requirements for As a result of

connects them—called “edge.” This type of transition

with well-developed shrub edges will support up to 95 Recognize, use and

This lesson addresses the following Environmental mathematics

restoration, endangered species, native plants, or preservation of habitat. (Ask

STUDENT FACT SHEET Student__________________________Date_________

WHAT DO WE MEAN WHEN WE SAY . . . ?

Terms used in describing ecosystems

Several types of ecosystems

STUDENT SHEET Student__________________________Date_______

Kind of Ecosystem Top 3 Ecosystems

___Coniferous forest, with or without understory _____

___Grassland, prairie, or meadow _____

___Freshwater wetland _____

___Saltwater wetland _____

___Turf (lawn, sports field) _____

___Pond or lake _____

___Garden maintained with beauty as the primary goal _____

___Garden maintained with providing a natural food source

for wildlife—such as butterflies, hummingbirds, or songbirds—

as the primary goal _____

___Natural plant community _____

A SCORING RUBRIC Name__________________________Date________

LESSON TITLE: Getting Down to Basics

The purpose of this lesson was to ____________________________________________

The method we used was to __________________________________________________

The information I learned can be applied to ___________________________________

WHAT I DID: Getting Down to Basics HOW WELL I DID IT

1. Asked the speaker questions. None 1 question 1 question 2 or

2. Was courteous to the speaker. Was No. 1, Nos. 1 & 2, Nos. 1, 2,

4. Completed the student sheet Minimal Completed Completed Completed

5. Participated in reflection on the No 1 response 1 response 2 or

Lesson 2. The Wild Ones

categories of wildlife that are essential to classification: Science in Personal

Background Information As a result of activities

classifying species, an important characteristic is body Standards for

STUDENT FACT SHEET Name_________________________Date________

GETTING TO KNOW YOU: WILDLIFE CLASSIFICATION

1. Write the definition.

Different species have different body temperatures.

Mammals are warm-blooded.

Reptiles are cold-blooded vertebrates.

STUDENT SHEET Names__________________________________Date_________

THE WILD ONES

1. Write the definitions.

A SCORING RUBRIC Name__________________________Date________

LESSON TITLE: The Wild Ones

The purpose of this lesson was to ____________________________________________

The method we used was to __________________________________________________

The information I learned can be applied to ___________________________________

WHAT I DID: The Wild Ones ______ HOW WELL I DID IT

1. Asked the speaker questions. None 1 question 1 question 2 or

2. Was courteous to the speaker. Was No. 1, Nos. 1 & 2, Nos. 1, 2,

3. Completed student sheet One Two Three Four

4. Participated in reflection on the No 1 response 1 response 2 or

Lesson 3. In Search of Wildlife

STUDENT FACT SHEET Student__________________Date_

STUDENT SHEET Student____________________Date_

_Coniferous forest, with or without understory ___

_Grassland, prairie, or meadow ___

_Freshwater wetland ___

_Saltwater wetland ___

_Turf (lawn, sports field) ___

_Pond or lake ___

_Garden maintained with beauty as the primary goal ___

_Natural plant community ___

A SCORING RUBRIC Name__________________Date

STUDENT FACT SHEET Name_________________Date

STUDENT SHEET Names__________________________Date_

A SCORING RUBRIC Name__________________Date

STUDENT SHEET Names_____________________Date_Study Site __

STUDENT SHEET Names____________________ Date Study Site_

Chipmunk Brown-headed cowbird

____________________ Song sparrow

A SCORING RUBRIC Name__________________Date

WHAT I DID: In Search of Wildlife ____ HOW WELL I DID IT

STUDENT SHEET Names_______________________Date_Study Site __

5. Are there brush piles? _ _

6. Are there rock piles? _ _

9. Are there bird feeders or feeding stations? _ _

11. Observation of wildlife is useful. Is there a nature trail? _ _

A SCORING RUBRIC Name__________________Date

STUDENT SHEET Student___________________Date

STUDENT SHEET Student___________________Date

A SCORING RUBRIC Name__________________Date