Notes

Examine various journals listed in the bibliography.

Do a guided imagery activity to stimulate discussion around wildlife issues.

Conduct a review of magazine articles that focus on local or national wildlife issues.

Create a scrapbook containing articles on local and international wildlife issues. (IL)

Review videos and television programming that pertains to wildlife.

Have students perform an Internet search for information on issues that impact wildlife. (IL, TL)

Brainstorm issues that effect wildlife locally, provincially, nationally and worldwide.

Categorize wildlife issues into habitat loss and degradation, subsistence and commercial trade, preservation versus conservation. (CCT)

Develop dilemma cards around wildlife issues with multiple choices of alternatives. Have students justify their choices and infer the consequences for wildlife, humans and the environment.

Develop a flowchart to illustrate the impact that a particular issue has on wildlife, humans and the environment.

Research the Internet to find the issues that environmental groups support.

Use brainstorming to infer the impact of a particular issue on wildlife, humans and the environment.

Survey the community as to its stand on a particular wildlife issue.

Concept map an issue from the perspectives of different interest groups.

Role play and simulation to examine the complexities and philosophies that enter into evaluating a wildlife issue. Working in groups, students represent different stakeholders who have specific interests in wildlife. Students should do independent research, develop personal positions and share and debate these positions with others.

Research a significant wildlife issue in Canada. Identify key elements and stakeholders, distinguish among facts, opinions and beliefs. Consider implications and consequences. E-mail interest groups and obtain their beliefs and arguments first hand. Have students carry on a panel discussion or environmental review of the issue.

Obtain the vision statements and accomplishments of wildlife conservation groups. Develop an appropriate "end vision" for individual or groups of conservation organizations and then work back to the accomplishments that they have achieved. This could be done as a timeline and stretch back into the organization. s past. This would allow students to see the sequence of steps necessary for the accomplishment of goal.

Join a wildlife conservation group as a class and carry on a local activity to support its cause.

Learning Objectives

Notes

Brainstorm past and present uses of wildlife habitat and species.

Use old maps and photographs and other historical information to examine habitat and species use in the past. Compare these to current land and species use.

Examine history books for the local area and atlases of Saskatchewan to determine land use in the local area.

Invite an elder in the community to share experiences and memories. For information on protocols and guidelines for aboriginal elders, see the bibliography.

Examine varied viewpoints regarding the utilization of habitat or wildlife.

Use a role play or simulation activity to arrive at a consensus for land use of a native area. Working in cooperative groups, students represent different stakeholders with different interests. Students should do individual research and develop positions in relation to the land use, share that position and debate it with others. This would allow students to recognize the needs of different stakeholders often in conflict and that cooperation is needed to develop land use strategies. (IL)

Define intrinsic value.

Compare different land uses in terms of their advantages and disadvantages. Consider environmental, economic and aesthetic uses.

Examine magazines that focus on Canadian and global wildlife issues. A list of suggested titles is in the foreword to the bibliography.

Compare habitat or species loss in Saskatchewan or Canada to that found in other parts of the world. (CCT)

Nature programs on television could be examined to illustrate issues dealing with wildlife and habitat concerns.

Use the Internet to research world and Canadian issues related to wildlife. Refer to the Internet section of the bibliography for the website addresses of organizations.

Refer to the bibliography for a list of websites that relate to changing practices and policies.

Examine existing policies such as the critical wildlife habitat and infer its affect on wildlife populations. Use wildlife statistics that can be obtained from Saskatchewan Environment and Resource Management.

Use a role play or simulation activity to examine the philosophies of different groups. Working in cooperative groups, students represent different stakeholders with different interests. Students should do individual research and develop philosophical positions in relation to the land use, share that position and debate it with others. This allows students to recognize the needs of different stakeholders are often in conflict and that cooperation is needed to develop land use strategies.

Research and present the goals and objectives of a wildlife conservation group.

Create posters or advertisements that illustrate the goals and objectives of conservation groups.

Conduct research, develop a position and participate in a debate regarding a consumptive and non-consumptive use of wildlife. The selling of ivory to fund conservation in Africa is one such issue.

Cooperative learning groups can conduct research, generate alternatives and achieve consensus on an issue related to habitat or wildlife.

Have students determine and implement a course of action, recognizing the need for individual, group and government action.