Wildlife Management: Modules

Module 16A: Managing Wildlife (Optional)

Suggested time: 15 - 20 hours

Level: Advanced

Prerequisite: Module 15

Module Overview

Wildlife management policies are based upon available information that is evaluated through a political, social, economic and scientific lens. Wildlife management involves both conservation and preservation, but the philosophies of policy makers can determine the effectiveness of any policy .

Note: Module 16A is a prerequisite for Module 16B. It is recommended that students work on a common theme for these two modules and their prerequisite, Module 15.

Foundational Objectives

To develop values that will increase an appreciation and respect for wildlife.
To understand the role and obligations of government agencies, interest groups and individuals to preserve wildlife .
To research career development and volunteer opportunities that exist in the field of wildlife in Saskatchewan and other provinces.
To examine relationships between wildlife species and humans and how populations are affected.

Common Essential Learnings Foundational Objectives

To enable students to think for themselves, to recognize the limits of individual reflection and the need to contribute to and build upon mutual understandings of wildlife issues. (CCT)
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
16.1 To describe wildlife management as a process that ensures the long-term viability of areas, species and ecosystems.	Investigate the purpose of wildlife management programs. Create posters, collages or displays that outline the purpose of wildlife management. (PSVS)
16.2 To explain how wildlife management involves the preservation of endangered areas and species, and conservation of all other areas and species.	Study an endangered, exterminated or threatened species in Saskatchewan. Use graphs to illustrate population changes over time and maps to illustrate how range has changed over time. See Module 10 for ideas. Compare and contrast preservation and conservation as it relates to wildlife management. Contact Saskatchewan Environment and Resource Management for critical habitat maps and information on endangered species.
16.3 To analyze relationships between wildlife research and wildlife management. (CCT)	Contact Saskatchewan Environment and Resource Management for big game census statistics over the last 10 years. Correlate the statistics to game limits. Antelope or mule deer hunters are chosen by draw. These animal populations are good analysis subjects.
16.4 To understand how wildlife management programs and policies are developed through political, social, economic and scientific decisions.	Investigate current management plans and evaluate whose interests are best served by them. (IL) Compare the purpose of regional, provincial and federal parks.
16.5 To identify and describe basic steps involved in developing a wildlife management plan.	Examine the basic steps to develop a wildlife management plan: state goals and objectives collect data and conduct research gather government and non-government input consider alternatives, consequences and potential conflicts select a course of action implement the action plan monitor and evaluate outcomes make recommendations and revisions. Simulate the process of developing a wildlife management plan regarding an issue that is relevant to the local area. Develop a game that illustrates the steps to developing a wildlife management plan.
16.6 To analyze a variety of issues and problems affecting the management of wildlife areas and species. (CCT)	Debate issues that affect the management of wildlife areas and species: preservation versus conservation legislation versus no legislation species management versus ecosystem management wildlife habitat preservation versus commercial/agriculture land modification. Conduct interviews with naturalists, conservationists, preservationists and stakeholder groups.
16.7 To examine how philosophies and goals of different wildlife management practices are sometimes incompatible with each other, and how conflicts and trade-offs may occur.	Debate the philosophy of total preservation versus multiple wildlife/habitat usage. (PSVS) Examine land use policy in Banff National Park and in Prince Albert National Park.

Module 16B: Managing Wildlife (Optional)

Suggested time: 10 - 15 hours

Level: Advanced

Prerequisite: Module 16A

Module Overview

Students develop and present a plan for managing a wildlife space or species. Previous research information is used to create a management plan for habitat or wildlife in the local or regional area. Action is stressed and the action plan could be developed and carried out .

Note: Module 16A is a prerequisite for Module 16B. It is recommended that students work on a common theme for these two modules and their prerequisite, Module 15.

Learning Objectives	Notes
16.8 To explain sustainable management within the context of wildlife spaces and species.	Investigate the concept of sustainable development. Generate student responses regarding the definitions of sustainable development and the similarities between sustainable development and sustainable management, and then compare the different definitions. Have students generate scenarios that are sustainable and those that are not. Identify the critical attributes of sustainable management. (CCT)
16.9 To explain how decisions involving wildlife in Canada are made by local, provincial and federal government agencies, concerned individuals and private landowners.	Case studies allow students to see how decisions are shared between levels of government and private individuals. Flow chart possible wildlife decisions considering the people that would be impacted and the government agencies that would be responsible
16.10 To identify local opportunities for consultation and public involvement in wildlife management decisions.	Discuss where opportunities for local input in wildlife or habitat management could take place. Have a SERM resource officer speak to the class about the public involvement process in wildlife management decisions.
16.11 To establish short and long-term goals for the management of a wildlife space or species.	Examine existing wildlife management plans and identify short-and long-term goals. Use a concept attainment activity to distinguish between short term and long term management goals. (CCT) Develop a management plan for an existing natural habitat in the local area.
16.12 Identify some scientific, economic and social factors that should be addressed through the management plan.	Survey the different stakeholders to consider and resolve conflicts that may arise. Recreational, environmental, aboriginal and commercial interests may be present. (IL)
16.13 To incorporate consultation with other resource users and public involvement into the planning process. (PSVS)	Do a simulation of a panel discussion to illustrate and identify the many stakeholders and their viewpoints. Research environmental impact statements examining them for varieties of opinion. Investigate the need for permits, licenses or other legal agreements that may be required for the management plan to proceed. Hold a public meeting to share information regarding the project and obtain input from the community.
16.14 To identify alternative means of achieving management goals, and select the preferred alternatives. (CCT)	Cooperative learning groups may identify different management goals by examining the different interests of various groups or organizations. Use synectics to put management goals and perspectives into student context. How are wildlife management goals like keeping your room clean? Use a case study that illustrates more than one possible solution. Biological versus chemical control and non-interference for spruce budworm or purple loosestrife are possibilities.
16.15 To develop a set of actions and present the management plan.	Flow chart the management plan include: general description and background long-term management objectives short-term management objectives proposed standards and guidelines schedule of short-term management activities. Mindmap the management plan so it can be seen graphically.
16.16 To prepare a map to accompany and elaborate upon the management plan.	Create a keyed map of the area enclosed by the management plan including: boundaries land cover and other resources in the area physical features history of past development road access proposed development activities.
16.17 To describe techniques for monitoring the management plan to ensure that goals are being achieved.	Develop checklists, rating scales and rubrics to monitor the management plan.

Module 17A, B, C: Work Study Preparation and Follow-up Activities (Optional)

Note: If students have participated in a work study module in a previous Practical and Applied Arts course, a review of this module is still required but less time is needed.

Suggested time: 5 - 10 hours

Prerequisite: None

Module Overview

Students will prepare for work study in the community. Expectations for the student, the teacher and the employer should be discussed. During follow-up, students will reflect on work study experiences.

Foundational Objectives

To develop workplace skills, knowledge and attitudes in the wildlife management field that may lead to successful employment.
To understand how skills acquired in school may transfer to the workplace.

Common Essential Learnings Foundational Objective(s)

To demonstrate skills and attitudes that contribute to the development of positive human relationships. (IL, PSVS)

Note: Other CELs may be emphasized.

Learning Objectives	Notes
17.1 To be aware of the expectations of each of the partners in the work study component.	In order to establish a successful working relationship with all the partners involved in the workplace, it is important to define the expectations of each partner. For a list of roles and responsibilities of the business, personnel, manager, teacher monitor, school, parent and student, see the Work Study Guidelines for the Practical and Applied Arts included in the Practical and Applied Arts Handbook.
17.2 To determine the factors that may affect the student. s contribution in the workplace. (CCT)	Brainstorm a list, then verify through experience. The list may include previous work experience, volunteer work, teamwork activities and extra-curricular participation within the school.
17.3 To build good communication skills for the workplace. (COM, PSVS)	Discuss verbal and non-verbal communication. List some ways in which negative and positive non-verbal communication may be displayed. Encourage students to role play ways of demonstrating effective techniques of verbal communication on the job when giving or receiving instructions and resolving conflict. Use case studies, and divide the students into groups to role play how effective communication may be used to resolve conflict on the job. Emphasize the Employability Skills (from the Conference Board of Canada) and compare them to the Common Essential Learnings of Saskatchewan. s curriculum. Make the direct link between skill development in this course and the needs of employers. Development of skills and documentation of the skills leads to employment using those skills.
17.4 To develop a resum� that may be forwarded to a potential employer.	The student will develop a resum� using the correct format. (IL) The resum� may be used to introduce the student to the employer of a workplace site prior to an interview. Teachers are encouraged to work with other staff members to ensure resum� preparation is taught. Resum� writing is covered in English Language Arts 20 and A30, Information Processing 10, 20, 30 and Career and Work Exploration 20 curriculum guides. Students should save the resum� and update it as changes need to be made and as references are added. Skills that have been developed can also be added to the updated resum�.
17.5 To create a student guide in preparation for an interview.	Students should develop their resum�s and update them during the course, as work placement references are accumulated. A discussion with students about the benefits of a portfolio of sample work is appropriate at this time. A personal website that highlights the student. s skills and training might be created and referred to in the resum�. If students have already completed a resum� and cover letter in another course, the teacher may do a review and encourage students to update their information. Each student should submit a r�sum� for teacher approval prior to going to an interview or directly to the workplace.
17.6 To determine student guidelines in preparation for an interview. (COM)	Through a classroom discussion or in groups, students should compile a "guide" for job interviews. After the students formulate their guide, the teacher may prompt them for missing items. Outline and describe the three stages of an interview. Point out to students at which stage of the interview each of the guidelines previously discussed will be used. The greeting involves an introduction between the student and employer. Discuss or demonstrate how this should be done. The exchange is the longest part of the interview where the employer asks a series of questions and engages in a dialogue with the student about information on the resum� and other matters relating to the job. A student. s portfolio may be examined by the employer as part of the exchange. The parting provides closure to the interview and may be just as important as the greeting. Explain how this may be done. Provide the students with a list of questions frequently asked by employers or ask students to make a list. Students may role play the stages of the interview.
17.7 To discuss the post interview.	After the student has completed the interview with the employer, do a follow-up activity. Review the interview with the student using the three stages above as points for discussion.
17.8 To develop a procedural guide for the work site.	Discuss the following work site items with students: Transportation Hours of work Absence and tardiness Procedures for conflict resolution Role of student, teacher and workplace supervisor Job description School and the employer expectation
17.9 To relate feedback from the work placement.	Students provide feedback about work placement including: location, type of business, duties, most rewarding experience, most difficult situation and how they handled it. Note: It is recommended that each student send a thank you note or card to the employer upon the completion of each work placement. If more than one placement has been made in the course, follow-up activities must be completed after each placement. Ensure that students understand these guidelines by asking students to describe each of these items. Note: Look for opportunities to introduce and reinforce ideas about Labour Standards, Occupational Health and Safety and WHMIS. Use the Career and Work Exploration Curriculum Guide, the Practical and Applied Arts Handbook, the Saskatchewan Labour website (www.readyforwork.sk.ca) and other resources recommended in the accompanying bibliography.