Wildlife Management: Modules

The world has been enriched by the poetry, literature and art that has its roots in the natural world. Nature and wildlife have always been a source of inspiration as well as economic value. The cultural, social and economic significance of wildlife will be examined from both a group and a personal point of view

Benefits of Wildlife - Hinterland Who's Who {1692:715}

Learning Objectives	Notes
9.1 To develop a list of career development opportunities related to the field of wildlife management. (IL)	Students may list many different career development opportunities in the professional, semi-professional and skilled trade areas related to the field of wildlife. They should begin by listing all of the guest speakers who have made presentations throughout the course, then list workers within the field of wildlife in the community or in the province. Students are encouraged to use a variety of sources of information such as guidance counsellors, career software packages, personal interviews and websites.
9.2 To identify personal skills and interests that may lead to career exploration.	Ask each student to create an inventory of favourite activities and interests. Have students examine their lists to determine how these activities and interests might be job-related. This task of creating an interest inventory may be done using a variety of computer program software packages. Once students have determined areas of interest related to wildlife, they should research wildlife careers using available resources in the library, community or Internet. (PSVS) Websites that will be of interest when conducting research are in the bibliography.
9.3 To determine skills and interests that would enhance occupational choices. (CCT)	Using the interest inventory created, students may select two choices of possible occupations for further research. Investigate the career choices including: description of work duties personal qualities an individual must possess to succeed in the occupation process to become certified within the occupation length of education and training school locations cost of education and up-grading trends within the business or career cluster best and worst parts of the job beginning salary opportunities for advancement. If a work study is to be done, the student may investigate links within the community for possible work study placement. The student may interview individuals within the community as part of the career research. Refer to Appendix B, Career Research Interview Questions.

This module examines wildlife management strategies. Saskatchewan research on wildlife areas and species is examined and compared to management strategies used elsewhere in the world

Environment Canada Prairie and Northern Region {437:721}

Learning Objectives	Notes
8.1 To examine how human values have been impacted by relationships with wildlife. (PSVS)	Refer to Grade 6 Science or Grade 7 Science for related activities. Examine how wildlife has impacted on our values as they relate to religious teachings, art, music, drama, literature or other areas of human endeavour. Examine literature, art, music and drama that has been inspired or influenced by wildlife. (IL) Do a guided imagery activity from a descriptive reading. Visit an art gallery or use the resource room to examine photographs or paintings that have been influenced by wildlife. Interview a religious leader about the significance of wildlife in his/her belief system.
8.3 To assess social and health benefits that are derived from wildlife. (CCT )	Brainstorm social and health benefits derived from wildlife.
8.4 To examine how wildlife contributes to the economy of an area.	Research recreational, medicinal and spiritual or aesthetic benefits of wildlife. (IL) Have students develop a simulation that illustrates how wildlife contributes to the economy of an area. Do a concept attainment activity that illustrates economic activities related to wildlife. Research statistics to illustrate the benefits of wildlife. Refer to the list of websites in the foreword to the bibliography, particularly Saskatchewan Tourism. Investigate the economic impact of wildlife in Saskatchewan. Investigate ecotourism and job-related opportunities in the province.
8.5 To investigate game farming in Saskatchewan.	Create a list of the various types of game farming in Saskatchewan. Discuss reasons why game farming is growing in Saskatchewan. Where possible, visit a local game farm or invite the game farmer to visit the classroom.
8.6 To explain how wildlife can be used as a barometer of overall environmental quality.	Refer to Grade 10 Science Curriculum on Water Quality A-1.27 and A-1.28. Refer to the Canadian Wildlife Fund. s provincial report card on the environment. Research contextual examples that support or contradict the information in it. Examine diversity of life forms and water, air and soil quality as it relates to environmental health.
8.7 To assess the impact of individual attitudes, actions and lifestyle on wildlife and the environment. (CCT )	Brainstorm examples of attitudes, actions and lifestyles that benefit wildlife.
8.8 To examine the impact of human population growth on wildlife and its habitat.	Examine the diversity and population of wildlife in relation to rural and urban population growth. Use population statistics from Saskatchewan Environment and Resources Management. Invite a field biologist or resource officer to share their understanding of wildlife populations.
8.9 To develop responsible and healthy lifestyle actions in relation to wildlife and the environment.	Design posters that illustrate responsible action in relation to wildlife and the environment. (IL, CCT)
8.10 To identify pursuits in wildlife that lead to personal growth and satisfaction. (PSVS)	Have students examine hobbies they and friends have that relate to the outdoors and wildlife. Examine the values and attitudes that develop with an appreciation of wildlife and the environment. Encourage students to express their own viewpoints and experiences. (PSVS) Invite students to browse websites of environmental and wildlife special interest groups and examine the philosophies and major objectives of the groups. Examples of special interest groups include the Saskatchewan Environment Society, Saskatchewan Outdoor and Environmental Education Association, Saskatchewan Wildlife Federation, Nature Saskatchewan, Saskatchewan Watchable Wildlife Association, The Sierra Club, World Wildlife Fund and the Canadian Wildlife Federation (IL, TL). The addresses of these and other agencies, can be found in the Internet section of the bibliography. Invite guest speakers to the classroom. People who are active in wildlife groups or who take private delight in feeding birds often welcome the opportunity to share their passions.

Learning Objectives	Notes
10.1 To research representative wildlife areas and species in Saskatchewan and other parts of the world. (IL)	Prepare a poster, collage, mural or diorama that identifies the seven major ecoregions in Canada and represents the indicator species. Illustrate the interdependence of wildlife species within selected ecoregions of Saskatchewan and Canada through the use of food webs, energy chains and symbiotic relationships. Develop simulations that identify regulating factors for wildlife species within selected ecoregions of Saskatchewan and Canada. Environmental factors such as food and water, habitat, predators, carrying capacity, species competition, diseases and parasites should be examined in the simulation.
10.2 To identify and describe wildlife areas and species in Saskatchewan and Canada that have become threatened or endangered.	Use a concept attainment activity to have students identify the concept of endangered as it relates to wildlife. Discuss and debate protecting endangered species. Examine the issue from a variety of perspectives, e.g., moral, economic. Contact Saskatchewan Environment and Resource Management for information and maps on critical wildlife habitat in Saskatchewan. Visit a critical wildlife habitat in the local area. Identify the features that make this habitat critical for wildlife.
10.3 To compare local and global strategies for wildlife protection and habitat management .	Use Internet sources to examine the list of endangered species in Canada. Compare this to lists from previous years. A list of suggested sites may be found in the bibliography. Examine commitments the government of Canada has made to preserve representative ecosystems in Canada. Compare and contrast wildlife in similar ecoregions around the world. Use case studies to examine strategies of wildlife management in different countries.
10.4 To identify relevant representative ecoregions in Saskatchewan and Canada and indicator species found in these regions . (COM)	Contact Saskatchewan Environment and Resource Management for information and maps on ecoregions in Saskatchewan. The bibliography of recommended resources contains maps and information on the ecoregions of Canada. Refer to the bibliography for resources on wildlife, ecosystems and Saskatchewan wildlife. Create food chains or webs for each of the ecoregions in Saskatchewan or Canada. Examine the concept of indicator or keystone species.
10.5 To identify factors that affect wildlife populations within selected ecoregions of Saskatchewan and Canada. (CCT)	Brainstorm factors that affect wildlife populations. Have students rate each of these factors as to importance, first individually and then as a class. Work in small groups to research factors that have led to endangerment, extinction or extermination of species in Saskatchewan and Canada. Share this information through posters, web pages or presentations.
10.6 To research policy and factors used to determine if a species or population is endangered. (TL)	Contact provincial and federal environmental agencies to obtain information on how a species gets put on the endangered species listing. Examine Committee on the Status of Endangered Wildlife in Canada (COSEWIC) policy in developing the list of endangered species. Refer to the Internet address in the bibliography.
10.7 To explain the role of protected spaces in managing ecosystems at local, national and global levels .	Guest speakers can give a historical perspective to land use and species changes over the last several decades. Develop range maps for large carnivores found in Saskatchewan, Canada and worldwide. Use these to create habitat maps that would meet the needs of these species. Investigate the Endangered Spaces campaign and the Canadian Wilderness Charter.
10.8 To explain the role of public and private organizations and other nations with regard to protecting and conserving wildlife. (PSVS)	Discuss the roles of local, provincial and federal governments in establishing policies for wildlife protection and management. (COM) Research the viewpoints of indigenous peoples in Canada and other nations regarding the use of the wildlife spaces and species (e.g., traditional wilderness use, current use and future directions). Compare policies and philosophies regarding wildlife protection and habitat management in Canada with those of other nations and governments. Examine the role of individuals, private organizations and public institutions in terms of protecting and conserving wildlife.