Conservation of Wildlife in a Woodland Watershed

Prince William Forest Park
18100 Park Headquarters Road
Triangle, VA 22172
(703)221-7181 (Visitor Info)

Instructional Unit:
Conservation of Wildlife in a Woodland Watershed: The goal is to assist learners of kindergarten age in developing an awareness, knowledge, and skill to result in responsible behavior and actions concerning wildlife and the environment.

Curriculum Unit:
Grade K
Science

Objectives:
The learner will be able to:
1. Define the word "wildlife" and give examples of wild and domesticated animals.
2. Identify animals common to a woodland and pond.
3. Understand the word "habitat" and be able to match animals to their habitat.
4. Name two reasons why wildlife is in danger.
5. Define the word "refuge".
6. Define the words "prey" and "predator" and the concept of food chain.
7. Generate a list of activities done outside that are harmful to wildlife and wildlife habitat.
8. Discuss reasons these activities are inappropriate and recommend alternatives that help wildlife.
9. Name three reasons why we should help wildlife.
10. Generate a list of activities which people do that can help wildlife.

Pre-Visit Activities:
1. Teacher will read the book The Hidden Life of a Forest to introduce children to woodland animals. The teacher will use the KWL techniques. K- What do you know about the animals in the forest or woods? W- What do you want to know about animals of the forest or woods? Using chart, the teacher will write down on this paper all answers. After reading the story, the teacher will review what the children have learned.
2. The teacher will read the book the Hidden Life of a Pond and do similar activities.
3. Children will compare pictures of wild and domesticated animals. After discussing the differences, the children can make little booklets or a class big book of both kinds of animals.
4. The teacher can display a variety of books about wildlife which the learner can explore.
5. The children will sing songs and recite finger plays about wildlife.
6. The children will make up a poem about their favorite wild or domesticated animal to class.
7. Make real graphs using the animals. They can compare the size of the groups.
8. The learners can make a collection of real objects that may be harmful to animals if littered in their environment.
9. The children can make a trash gobbler puppet to use for trash-gobbler relay.
10. The children will dip a feather in clean water and another in oily water. They will feel both and notice how the oily feather is matted. Oily feathers can weigh birds down and prevent them from flying. This activity demonstrates one form of pollution.
11. Children will complete an activity called "Oily Feathers" in the book Biology for Every Kid which will demonstrate the effect that polluting detergents can have on birds.
12. The learner will complete the activity called "Pollution" found in the book Biology for Every Kid in order to observe the outreaching effect of a small amount of pollution on a pond and its wildlife.
13. Will observe water pollutions by making their own. They will fill two pans with water. Leave one clean. Pollute the other with pencil shavings or leftover foods. Have the children compare them and ask: In which would fish lead a healthier life?
14. Children will draw pictures of or dramatize the responsibility of the park ranger, refuse collector, or environmentalist.
15. The children will draw or cut out pictures of activities harmful to wildlife. These pictures will be placed on cards. Ask the children to dramatize what is happening in the picture. Then have them role play another appropriate activity that would not be harmful. (ex. Carving initials in a tree vs. writing them on a piece of paper) The teacher may have to model this activity first.

On-Site Activities:
1. The children will view a video or slide presentation about conservation of wildlife lasting approximately 30 minutes.
2. The learners will visit a "hands-on" room with a table and trays of materials to be touched, looked at, or smelled. The materials include such things as skins, bones, antlers, skulls, insects, and teeth. The park ranger will explain each and tell the children how they can help to preserve wildlife. (30 minutes here)
3. The learners will be taken on a guided nature walk lasting approximately 30 minutes. The ranger will point out wildlife and evidence of them.

Follow-Up Activities:
1. The children will write an experience story about their animal or activity. These will be place in a class big book. The children can draw or paint a picture to accompany their story.
2. The children can make a wildlife button to keep them aware of some of the types of animals which could disappear if not protected.
3. The children will act out the play found in Snips, Snails, and Walnut Whales called "The Smooth Slippery Stone". This play tells how animals under an oak tree try to get rid of something left behind by people after a happy picnic. It can be adapted to other forms of pollution or litter. The characters include an owl, mole, squirrel, turtle, boy, and tree.
4. The children will play animal bingo. Cards will depict wildlife in the forest or pond.
5. The children will send a letter to the park ranger thanking him/her for the program.
6. The children will look for evidence of pollution or harmful activities in the woods near their own homes. A parent and child will record it. The child will present findings to the class.
7. The children will discuss:
Useful Information About Wildlife:

a. Trash is ugly and it can kill:

-Six pack holders-animals can become stuck in the holder. They keep birds from flying or muskrats from swimming.
-Pop tops and bottle caps-Fish are attracted to shiny things. That is why they eat pop tops. Once eaten, they cause stomach ache and death.
-Fish line-Fish line belongs on a fishing reel. Birds and mammals can become tangled in it. They get roped to death.
-Plastic bags-Discarded bags are mistaken as food by some animals.
-Empty bottles and cans-Food remnants and smell attract animals. They can become trapped inside empty containers. -Broken bottles can cause cuts.

b. Activities that may be harmful to the environment:

-Picking up baby wild animals.
-Carving initials in trees.
-Driving vehicles over fragile environments.
-Removing plants from the environment.
-Destroying bird nests.
-Illegally killing, collecting, harassing, or possessing wildlife.

c. What children can do to save wildlife:

-Throw trash away or pick up litter they see in the woods. They must wear gloves and should be accompanied by an adult.
-Leave baby animals alone. Do not assume it orphaned. Call for help at the nearest humane society or game warden.
-Build bird feeders to feed the birds in winter.
-Set out bird baths to give the birds or animals a drink.

d. Vocabulary list:

environment
ecology
habitat
refuge
pollution
litter
predator
prey
food chain

Appendices:
None

Bibliography:
Bellamy, David and Jill Dow. The Forest. Random House, 1988.
Bellamy, David and Jill Dow. The River. Frances Lincoln Limited, 1999.
Kuhn, Dwight and David Schwartz. The Hidden Life of a Forest. Random House, 1988.
Kuhn, Dwight and David Schwartz. The Hidden Life of a Pond. Crown Pub., 1988.
McGrath, Susan. Saving Our Animal Friends. National Geographic Society, 1986.
Milgrom, Harry. ABC of Ecology. Atheneum, 1972.
Fiarotta, Phyllis. Snips, Snails, and Walnut Whales. Workman Publishing Co., 1975.
Pratt Vancleave, Janice. Biology for Every Kid. Bt Bound, 1999.
Bowden, Marcia and Marilyn Rishel. Nature for the Very Young: A Handbook of Indoor and Outdoor Activities. John Wiley and Sons, 1989.

Return to Science Lesson Plans