Wildlife Management: Modules

Module 11: Interactions of Wildlife and Society (Optional)

Suggested time: 15 - 20 hours

Level: Intermediate

Prerequisites: Modules 1 and 2

Module Overview

Human population growth and land use practices have always affected wildlife. Saskatchewan has a strong agricultural base and land use practices have had major impacts on many native species. Strategies used to manage interactions between wildlife and society have been influenced by the values that people hold towards wildlife. These values and the policies that are developed from them will be examined .

Foundational Objectives

To develop values that will increase an appreciation and respect for wildlife.
To examine relationships between wildlife species and humans and how populations are affected.

Common Essential Learnings Foundational Objectives

To develop students' appreciation of the value and limitations of technology within society. (TL)
To develop students understanding of the uses and abuses of mathematical concepts in everyday life. (NUM)
To develop compassionate, empathetic and fair-minded students who can make positive contributions to society as individuals and as members of groups. (PSVS)

Learning Objectives	Notes
11.1 To describe how wildlife affects the development, movement and size of human populations.	Graph local, national and global human population growth over the last 100 years. (NUM, TL) Examine how wildlife populations have affected the pattern of settlement location in Saskatchewan and Canada. Compare and contrast human population reliance on wildlife in developing and industrial nations. Research how the fur trade impacted exploration and the colonization of western Canada.
11.2 To explain the effects of human populations and developing technologies on wildlife and habitat.	Guided imagery readings will allow students to see how human populations have impacted wildlife and habitat. Concept map these impacts or use a time line to correlate technological changes with habitat changes. Use local history books and, where possible, interview elders in the community to chart changes in habitat, distribution, diversity and abundance of local species. For information on protocols and guidelines for aboriginal elders, see the bibliography. (PSVS)
11.3 To identify Canadian wildlife areas and species that have become threatened, endangered or extinct as a result of human populations. (COM )	Refer to Module 10, Wildlife Areas and Species for activities related to endangered species.
11.4 To examine human and societal interactions with wildlife. (PSVS)	Brainstorm human activities such as agriculture, energy and mining, forestry, tourism, outdoor recreation that impact on wildlife. Identify the positive and negative aspects of these activities on wildlife. Research the positive and negative affects of land use practices on wildlife (e.g., deforestation, habitat protection and improvement and agricultural practice: habitat loss, degradation, zero tillage, shelterbelts, pest management, urbanization and diversification of land use by farmers). Research game farming (e.g., wild boar, elk, whitetail deer, ostrich or bison as an alternative to domestic livestock). (TL)
11.5 To describe the goals and objectives of different stakeholder groups in managing interactions between wildlife and society.	Identify the stakeholders. Some examples of interest groups are hunters, trappers, conservation groups, government and politicians, recreational users, farmers and ranchers, aboriginal groups and the general public. Investigate relationships among the different stakeholder groups that are affected by wildlife. Have students work in groups to represent different stakeholders who have specific interests in wildlife. Students should do independent research to develop personal positions regarding wildlife usage and then share and debate these positions with other groups. This would allow them to recognize that the needs of different stakeholders may be in conflict and that management plans must developed that serve the needs of these diverse groups. Define the term consensus and describe how it might be used in decision making or problem solving. Use a role play and simulation activity to arrive at consensus on wildlife use and sustainable development.
11.6 To research possible approaches and techniques to manage interactions between wildlife and society. (CCT)	Examine some of the approaches used to manage the interactions between wildlife and society. Some of these include: legal approaches such as environmental assessment reviews incentive programs sponsored by Ducks Unlimited, Prairie Farm Rehabilitation Administration and Wildlife Habitat education programs sponsored by Ducks Unlimited, Saskatchewan Environment and Resource Management multiple land use planning.
11.7 To consider the consequences of an existing management plan for wildlife.	Examine the consequences of an existing wildlife management plan for wildlife. Environmental, social, cultural and economic issues could be examined. Refer to the websites listed in the bibliography for examples of wildlife recovery plans. This module fits in well with Module 13A, Issues in Wildlife.

Module 12: Hunting and Game Handling (Optional)

Suggested time: 5 - 10 hours

Level: Intermediate

Prerequisite: None

Note: Student safety is of primary concern and must be considered with any activity in this unit.

Module Overview

Hunting and Game Handling is a natural extension to Module 5, Regulated Hunting. To successfully offer this module, the teacher should be registered in the Saskatchewan Hunter Education Instructors Program and have completed the Canadian Firearms Safety Course, or the teacher should enlist the assistance of a community member with these qualifications. Students will develop knowledge of the safe handling and basic parts of hunting implements such as bows and arrows, firearms and ammunition. The legal and ethical responsibilities of the sportsperson will also be examined. Division board approval must be in place prior to offering this module. Parental approval for each student should also be acquired.

Foundational Objectives

To demonstrate safety practices while engaged in outdoor experiences.
To understand the role and obligations of government agencies, interest groups and individuals to preserve wildlife.

Common Essential Learnings Foundational Objectives

To develop student. s abilities to meet their own learning needs in planning for outdoor activities (IL)
To support students in treating themselves, others and the environment with respect. (PSVS)
To enable students to think for themselves, to recognize the limits of individual reflection and the need to build on mutual understandings when planning and undertaking outdoor activities. (CCT)

Learning Objectives

Notes

12.1 To demonstrate knowledge and safe handling of the basic parts of bows and arrows, firearms and ammunition. (PSVS)

Recommend students enrol in the Saskatchewan Hunter Education Program.

Demonstrate safe practices for bow use. The instructors should demonstrate the fundamental techniques of archery while students observe; then students should practise the techniques with supervision to develop the skills themselves. Student use can be evaluated using rating scales or a checklist.

Students research the historical use of archery in hunting and how technology has changed archery.

Invite a guest speaker to discuss primitive weapons use in hunting. (PSVS)

Research the types of black powder guns that are currently used for hunting and discuss their popularity.

Explain the design, structure and operation of firearms. The types of actions, function of the sights, calibre choice, stance, grip, aim, release and follow-through might be discussed. (COM)

Describe the basic components of rifle and shotgun ammunition. Reloaders can put together cartridges without powder or primers for class use for teacher demonstration. Live ammunition should not be brought into the school. (TL)

Prepare a checklist of the steps to be taken in the care and maintenance of firearms. (IL)

Posters illustrating firearm safety are available.

A field trip to a local range and demonstrations of firearm usage in safe conditions allow students to see appropriate behaviours for recreational shooting activities.

Use rating scales, rubrics and checklists to evaluate students. (NUM)

Refer to the bibliography for videos that relate to this topic.

12.2 To examine techniques for targeting, handling and dressing game animals in the field.

Research the importance of visual abilities to the hunter and sportsperson. Depth perception, peripheral vision and colour vision may all be included in the research. (IL)

Discuss how hunting and firearm use may be made available to persons with physical disabilities, including those with visual impairment.

Identify factors that may affect visual perception and strategies for improving vision in outdoor experiences.

Identify vital target areas on game animals.

Invite a taxidermist or experienced hunter to explain techniques for handling trophy and non-trophy animals in the field.

12.3 To understand the role of physical conditioning in safe and comfortable outdoor experiences.

Discuss the role of physical conditioning in safe and comfortable outdoor experiences. A half-day hike may be an excellent incentive for the discussion.

12.4 To understand personal and legal responsibilities of the sportsperson.

Consider the public relations problems associated with controversial firearm practices.

Identify federal, provincial and municipal laws and regulations that are relevant to a recreational hunter in Saskatchewan.

Make a list of situations where recreational hunters may come into conflict with landowners or the public. Role play situations illustrating these issues and discuss more appropriate courses of action. (PSVS)