Learning Objectives

Notes

Use magazines and Internet sources to develop a collage that describes how wildlife contributes to our culture. Have students look for examples that show uses related to: recreation, literature, mythology, spirituality, aesthetics and medicines. Have students develop criteria of excellence and then use peer and teacher evaluation.

There are several magazines for environmental educators. Refer to the foreword of the bibliography for sample titles.

Have resource people from the community, either through interview or class visit, describe how wildlife has contributed to their business or vocation. Game farming, guiding, forestry and ranching are some areas affected by wildlife.

Have students compare and contrast a natural area such as a slough with a wheat field. A field trip would allow students to examine diversity of life forms and look for signs of water, air and soil quality.

Research how the canary was used as an environmental barometer in coal mining and have students look for similar barometers in other areas.

Have students brainstorm the different attitudes people have about the environment and then predict the actions and the lifestyles that evolve from these attitudes.

Create characters that represent a stereotype of lifestyles in our communities. Role play these characters at the coffee shop discussing an issue related to wildlife that is of local interest. For example, the issue might be a Ducks Unlimited project to benefit waterfowl being put next to some of the best farmland in the area.

Examine the diversity of wildlife in areas of high human population compared to low human population. Graph species diversity versus human population.

Learning Objectives

Notes

Research material can be obtained from many government agencies and interest groups. Saskatchewan Environment and Resource Management (SERM), the Saskatchewan Wildlife Federation and Nature Saskatchewan have resources that would supplement this area.

Have students examine the mandate of the Wildlife Branch of Saskatchewan Environment and Resource Management. The website addresses for these agencies are located in the foreword of the bibliography.

Play a simulation that illustrates game management.

Have the students do a wildlife inventory in the schoolyard or at a nearby park. Use a variety of techniques such as the line intersect or quadrant method of survey.

Research how hunting limits are established in Saskatchewan. Conservation officers or the Wildlife Branch of Saskatchewan Environment and Resource Management have information in this area.

Saskatchewan Education video duplication service has several videos on firearms.

Research how animal populations were affected by a lack of regulations. Case studies on the bison, passenger pigeon or Plains Grizzly could be done here.

Compare the hunting seasons in Saskatchewan to those in neighbouring provinces and states.

Use the Saskatchewan Hunting Guide to identify the regulations for hunting. Use brainstorming to develop cause and effect relationships that relate safety and management to the regulations. Create posters that illustrate these relationships.

Do role playing and examine dilemmas that relate to ethical and legal decisions that students might make while hunting. Dilemma cards could be created with several open ended possible solutions.

Students interview landowners and hunters to identify the needs and expectations of each group. Have students role play satisfactory and unsatisfactory landowner-hunter encounters.

Field trips to zoos or natural history museums would help identify game species.

Individual or small group research, accompanied by drawings, can be used to identify game species and their habitat.

Use resources to develop a list of game animals found in Saskatchewan and their ranges.

Have students develop a mural that illustrates the range and distribution of game species in Saskatchewan. This activity may be used in conjunction with Module 2, Natural History of Saskatchewan Wildlife.

Contact Saskatchewan Environment and Resource Management for information on trapping. Inquire about their fur program.

Upland game birds have population cycles that could be researched.

Take a field trip to a local slough with field guides and identify waterfowl found there. Look for an area where both diving and dabbling ducks may be found.

Have a local hunter come in and describe the use and basic care of equipment used when hunting. (TL)

Learning Objectives

Notes

Use the Saskatchewan Angler's Guide and information from Saskatchewan Environment and Resource Management website (see the bibliography) to create a vision statement of the department. Compare this to the actual vision statement that Saskatchewan Environment and Resource Management has in its fishery department.

Have guest speakers from fisheries or a conservation officer talk to the class about the purpose of laws and regulations related to fishing.

Have students compare and contrast commercial, sport and trophy fishing. Arrange a debate.

Interview people in the community that fish. Ask them where they fish and whether they feel fish stocks have changed over the years.

Visit a fish hatchery and have students examine the role of fish stocking in sports fishing.

Have students develop ethical dilemmas related to fishing and discuss possible courses of action.

Collect water samples from various locations and test for turbidity and oxygen levels. Activities from the Grade 10 Science Curriculum could be used here.

Develop posters or collages that illustrate game fish that are found in Saskatchewan.

Have students cut out photographs of game fish to use as flash cards to help identify major game species.

Integrate this unit with Regulating Hunting.

Have students classify fish by species, feeding habits and preference for water temperature

Have students do individual or group research to develop fact sheets and drawings that give the main distinguishing features of major fish species. Relate physical features, habitat, spawning habitats and angling techniques to the fish studied. The habitat characteristics could include water temperature, dissolved oxygen needs, water depth and response to acid/alkaline conditions. (NUM)

Develop posters that illustrate safe practices.

Role play unsafe angling practice, without hooks or other possible sources of injury.

Integrate this with Outdoor Experiences by taking the students on a field trip to the "old fishing hole". Demonstrate use of equipment and techniques that are used for sports fishing. Adhere to licensing and catch regulations.

Invite guest speakers who have an interest in fly fishing or other specialized angling into the classroom.

Visit a taxidermist or have one visit the class.

Integrate this with the Food Studies course. Demonstrate and have students model filleting, scaling, cleaning and cooking of fish.

Include discussion of what to do for fishing-specific injuries such as fish hook injuries, hypothermia and others.

Suggest students take a first aid course in the community.

Learning Objectives

Notes

Invite an elder in to describe traditional wildlife usage. (PSVS)

For information on protocol and guidelines for inviting aboriginal elders into the classroom, see the bibliography.

Research the historical uses of wildlife by the different aboriginal peoples of Saskatchewan.

Examine relevant clauses in treaties that deal with wildlife usage. (CCT)

Develop posters that illustrate the rights First Nation's people have to wildlife resource usage.

Use the media to examine issues related to aboriginal utilization of rights (e.g., lobster fishing in the Maritimes).

Research the medicinal and spiritual uses of wildlife by aboriginal peoples. Recognize the spiritual importance of wildlife to each aboriginal culture in Saskatchewan.

Compare and contrast the views that aboriginal cultures have toward wildlife.