Learning Center
Plans & pricing Sign in
Sign Out

Correlation to Cub and Boy Scout Requirements


									         A CORRELATION TO

       North Carolina Wildlife Resources Commission
            Division of Conservation Education
    This correlation is a publication of the
N.C. Wildlife Resources Commission and a       {~
                                                        •       Appreciation is extended to all who assisted with the prepa-
                                                            ration and field testing of this
part of the N.C. WILD environmental educa-      North       correlation including:
tion program. Cub and Boy Scout leaders are
invited to attend N.C. WILD workshops and
to utilize other program resource materials.
                                               CWiiD           The North Carolina Wildlife Federation
                                                               The Oklahoma Department of
For more information on N.C. WILD and                              Wildlife Conservation
the other environmental education programs
of the Commission contact:                                     The Oklahoma Conservation Commission

    N.C. Wildlife Resources Commission                         Occoneechee Council Boy Scouts of America:
    Division of Conservation Education                             Chuck Hanchey, Scout Executive
    512 N. Salisbury Street                                        Tim Harper, Program Director
    Raleigh, N.C. 27604-1188                                       Don Schmidt, Volunteer Scouter

N.C. WILD is North Carolina's adaptation of                    N.C. Wildlife Resources Commission,
the award winning national Project WILD                            Division of Conservation Education:
program. For more information on this                              A. Sidney Baynes, Division Chief
national program contact:                                           Celeste Wescott, Youth Activities Specialist
                                                                    Katrina McDougald, Education Specialist
    Project WILD                                                   Mike Campbell, Education Specialist
    5430 Grosvenor Lane                                             Nancy Miller, Graphic Designer
    Bethesda, Maryland 20814

                                                            This publication was funded with a generous
                                                            grant from the North Carolina Wildlife Feder-
                                                            ation as a part of its ongoing educational programs .

       North Carolina
       and Boy Scout
The following correlation is designed to assist you when implementing N.C
Aquatic N.C. WILD, activities with your scouts. Activities are listed for Wolf, Bear, Webelos and
Boy Scout achievement, merit badge and rank requirements. An "Indoor/Outdoor Activities List"
and "Activity Description and Materials List" are included to help you find the WILD Activity
appropriate for your needs.

                                                                    Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

                                                                    WolfAchievements . . . . . . . . . . . . . . . . . . . . . . . . . . . ·5
                                                                      Wolf Achievements
                                                                      VVoif Arrow Point Achievements

                                                                    Bear Achievernents . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
                                                                       Bear Achievements
                                                                       Bear Arrow Point Achievements

                                                                    Wehelo    ,..rr"'n'lJ""""u!<.,"~ • • • • • • • • • • • • • • • • • • • • • • • • •   9

                                                                    Boy Scout Rank               .................... 10
                                                                       Second Class       Requirements
                                                                       First Class Rank Requirements

                                                                         Scout Merit                                    .............. ·11

                                                                              l"l·<1d1".... £'1c~;UVUV List· . . . . . . . . . . . . . . . . . . . 17

                                                                        Project WILD Indoor Activities
                                                                        Aquatic WILD Indoor Activities
                                                                                 WILD Outdoor Activities
                                                                        Aquatic WILD Outdoor Activities
     Since the beginning of Scouting, nature study and natural
resources conservation have been important parts of the pro-
gram. In many ways we help to fulfill our duties to God, coun-
try and self when we are good stewards of the forests, water,
soil, air, wildlife and other interrelated natural resources with
which we share our environment.          learning more about our
natural resources and environment we are better able to ensure
that they are used          and conserved for the future. With
increased knowledge, we are also better able to understand that
m our                   all       are connected.
                      what the North Carolina WILD program is
all about.             this environmental education            of
the North               Wildlife Resources                Division
of Conservation                  Cub and Scout leaders can receive
        and materials that show them how to utilize
hands-on WILD activities and              to     Scouts of all
learn about our environment          the interconnected nature
         These activities and           which are ideal for unit
         and            can also
          dl1LCJLl1CClH requirements.

    At the heart of North Carolina v\TILD are the award-win-
      national Project WILD program and activity guides. Both
environmental education programs use the interesting world of
wildlife and nature to capture attention and motivate learning.
   With the help of this correlation, properly trained Cub
and Scout leaders can match activities to specific advancement
requirements and use WILD to enrich their unit programs.
          WolfAchievements and Arrow Point Electives
The North Carolina WILD program can be used to meet requirements for Wolf Achievements
in the Wolf Cub Scout Book (1992 edition). The following suggested Project WILD, including
Aquatic WILD, activities can be used to help meet different badge, arrow point and activity
badge requirements for the Wolf Cub Scout. The Wolf achievement requirements are listed below
in the left-hand column. The numbers and letters correspond to those listed in the Wolf Handbook.
The activities that can be used to meet the requirements are listed in the corresponding column to
the right. Please refer to the "WILD Activity Description and Materials List" for a short description
and necessary materials for each activity.

WolfAchievement          #        Project WILD Activity            •   WolfAchievement        #         Project WILD Activity

T ools for Fixing and    5E       CanDo!                               Sparetime Fun          5B        Let's Go Fly A Kite
                                                                                              5C        Let's Go Fly A Kite
Start a Collection       6A       Cartoons And Bumper Stickers
                                  Does Wildlife Sell Cigarettes?                              5D        Let's Go Fly A Kite
                                  What's Wild?
                                  Wildlife In National Symbols         Books, Books, Books 6B           And The W olfWore Shoes

                                                                                                        Aquatic WILD Activity:
Your Living Wodd         7A       Litter We Know                                                        Aquatic Roots

                         7B       Enviro-Ethics                        American Indian Lore 10C         Make A Coat
                                  Improving Wildlife Habitat In
                                     The Community                     Be An Artist           12A       Adaptation Artistry
                                  Keeping Score                                                         Color Crazy
                                                                                                        Drawing On Nature
                         7C       Enviro-Ethics                                                         Everybody Needs A Home
                                  Improving Wildlife Habitat In
                                     The Community                                                      Aquatic WILD Activity:
                                  Keeping Score                                                         Fashion A Fish

                         7E       Flip The Switch For Wildlife!                               12B       Cartoons and Bumper Stickers

Cooking and Eating       8A       What's For Dinner?                                          12F       Adaptation Artistry
                                                                                                        Cartoons And Bumper Stickers
                                  Aquatic WILD Activity:                                                Does Wildlife Sell Cigarettes?
                                  Water We Eating?                                                      Seeing Is Believing -
                                                                                                            The Eyes Have It!
                         8B       What's For Dinner?                                                    Wildlife In National Symbols

                                  Aquatic WILD Activity:
                                  Water We Eating?

Family Fun              lOB       Microtrek Treasure Hunt
                                  Museum Search for Wildlife

                        10D       Saturday Morning Wildlife

WolfArrow Point
                   #    Project WILD
                                                       •   WolfArrow Point
                                                                               #     Project WILD

Birds             13A   Learning To Look,                  {)utdoorAdventure   18E   Deadly Links
                           Looking To See                                            Habitat Lap Sit
                        Urban Nature Search                                          Habitracks
                        Wildlife Is Everywhere!                                      How Many Bears Can Live In
                                                                                         This Forest?
                  13B   My Kingdom For A Shelter                                     Microtrek Scavenger Hunt
                                                                                     {)h Deer!
                  13C   And The W olfWore Shoes                                      Qyick Frozen Critters
                                                                                     Shrinking Habitat
                  13D   What's Wild?                                                 The Thicket Game
                        Wildlife In National Symbols                                 Urban Nature Search
                                                                                     Wildlife Is Everywhere
                  13F   CanDo!

Pets              14C   And The W olfWore Shoes

Grow Something    15C   Forest In Ajar
                        Seed Need
       Bear Achievements and Arrow Point Electives
The North Carolina WILD program can be used to meet requirements for Bear Achievements
found in the Big Bear Cub Scout Book (1991 edition). The following suggested Project WILD,
including Aquatic WILD, activities can be used to help meet different badge, arrow point and
activity badge requirements. The Bear achievements are listed below in the left-hand column.
The numbers and letters correspond to those listed in the Bear Handbook. The activities that can be
used to meet the requirements are listed in the corresponding column to the right. Please refer to
the "WILD Activity Description and Materials List" for a short description and necessary materials
for each activity.

Bear Achievement        #       Project WILD Activity            •   Bear Achievement         #       Project WILD Activity

Sharing Your World     SA       Adaptation Artistry                  Saving Well,           13G       Lobster In Your Lunchbox
   With Wildlife                Color Crazy                             SpendingWell                  What Did Your Lunch Cost
                                Aquatic WILD Activity:
                                Fashion A Fish                       Games, Games, Games lSC          Animal Charades
                                                                                                      Deadly Links
                       SB       CanDo!                                                                Habitat Lap Sit
                                Improving Wildlife Habitat in                                         Habitat Rummy
                                   the Community                                                      How Many Bears Can Live In
                                                                                                         This Forest?
                       SC       WildWork                                                              Microtrek Scavenger Hunt
                                                                                                      Muskox Maneuvers
                                Aquatic WILD Activity:                                                OhDeer!
                                Living Research                                                       Qyick Frozen Critters
                                                                                                      Shrinking Habitat
                       SD       Museum Search For Wildlife                                            The Thicket Game

                       SE       Here Today, Gone Tomorrow                                             Aquatic WILD Activities:
                                Rare Bird Eggs For Sale                                               Hooks And Ladders
                                                                                                      Marsh Munchers
                                Aquatic WILD Activities:                                              Migration Headache
                                Deadly Waters                                                         Turtle Hurdles
                                Where Have All The Salmon
                                   Gone?                             Information, Please    17A       Saturday Morning Wildlife
Take Care of Your      6A       Litter We Know
   Planet                                                                                   17C       Animal Charades
                                Aquatic WILD Activity:                                                Visual Vocabulary
                                Plastic Jellyfish

                        6B      CanDo!

                       6D       Water's Going On?!

                                Aquatic WILD Activity:
                                Alice In Waterland

                        6E      Flip The Switch For Wildlife

                        6F      Flip The Switch For Wildlife

Family Fun             lOA      Museum Search For Wildlife

Bear Arrow Point
                             Project WILD
                                                              •   Bear Arrow Point
                                                                                           Project WILD

Art                   9A     Adaptation Artistry                  Water and Soil     15C   Smokey The Bear Said What?
                             Cartoons and Bumper Stickers            Conservation
                             Color Crazy                                             15D   Ethi-Thinking
                             Does Wildlife Sell Cigarettes?
                             Let's Go Fly A Kite                                     15F   Collecting Things
                             Make A Coat                                                   Enviro-Ethics
                                                                                           Litter We Know
                             Aquatic WILD Activities:                                      No Water Off A Duck's Back
                             Kelp Help
                             Fashion A Fish                                                Aquatic WILD Activities:
                                                                                           Deadly Waters
                      9B     Museum Search For Wildlife                                    Plastic Jellyfish

Photography        11A,B, C Photos Keep It Happening                                 22A   Wildlife As Seen On Coins
                                                                                              And Stamps
Nature Crafts        12A     Color Crazy
                                                                                     22B   Cartoons And Bumper Stickers
                     12B     Tracks!                                                       Does Wildlife Sell Cigarettes?
                                                                                           Seed Need
                     12E     Seed Need                                                     Tracks!
                                                                                           What's Wild?
                     12H     Spider Web Geometry                                           Wildlife As Seen On Coins
                                                                                               And Stamps
Landscaping          14A     CanDo!                                                        Wildlife In National Symbols
                             Improving Wildlife Habitat In
                                 The Community
                             Litter We Know

                     14B     Planning For People And

 l' l' Activity Badges
The North Carolina WILD program can be used to meet requirements for Webelo Achievements
found in the Webelos Scout Book (1991 edition). The following suggested Project WILD, includ-
ing Aquatic WILD, activities can be used to help meet Webelo badge, arrow point and activity
badge requirements. The Webelos achievement requirements are listed below in the left-hand
column. The activities that can be used to meet the individual achievements are listed in the corre-
sponding column to the right. Please refer to the ''WILD Activity Description and Materials List"
for a short description and necessary materials for each activity.

Webelo Activity Badge            Project WILD Activity               •   Webelo Activity Badge         Project WILD Activity

Artist                           Adaptation Artistry                     Naturalist (continued)        Museum Search For Wildlife
                                 Color Crazy                                                           My Kingdom For A Shelter
                                 Drawing On Nature                                                     Surprise Terrarium
                                 Seeing Is Believing - The Eyes                                        Urban Nature Search
                                     Have It                                                           Wildlife Is Everywhere

                                 Aquatic WILD Activities:                   Naturalist Related Activities:
                                 Adaptation Artistry                                                     Classroom Carrying Capacity
                                 Seeing Is Believing                                                     Deadly Links
                                 Water Plant Art                                                         Habitat Lap Sit
                                 Whale Of A Tail                                                         Habitat Rummy
                                                                                                         Litter We Know
Citizen                          Enviro-Ethics                                                           OhDeer!
                                 Ethi -Reasoning                                                         C2!Jick Frozen Critters
                                                                                                         The Thicket Game
                                                                                                         Too Close For Comfort
Communication                    Aquatic WILD Activities:                                                Tracks!

 g                               Designing A Habitat
                                 Fashion A Fish                                                        Aquatic WILD Activities:
                                                                                                       Migration Headache
Craftsman                        CanDo!                                                                Water Canaries

                                                                         Outdoorsman                   Animal Charades
                                                                                                       Lobster In Your Lunchbox
Engineering                      Everybody Needs A Home                                                What Did Your Lunch Cost
                                 Flip The Switch For Wildlife!                                            Wildlife?

~                                Polar Bears In Phoenix?
                                 What's That Habitat?
                                                                                                       What's For Dinner?

                                                                                                       Aquatic WILD Activity:
Forester                         Enviro-Ethics                                                         Water We Eating?
                                 Forest In AJar
                                 Improving Wildlife Habitat In           Showman                       Animal Charades
                                    The Community                                                      The Power Of A Song
                                 Rainfall And The Forest                                               Visual Vocabulary
                                 Smokey The Bear Said What?
                                 The Thicket Game                                                      Aquatic WILD Activity:
                                                                                                       To Dam Or Not To Dam
Naturalist                       And The Wolf Wore Shoes
                                 Ants On A Twig                          Sportsman                     Playing Lightly On The Earth
                                 Environmental Barometer
                                 Forest In AJar
                                 Grasshopper Gravity
                                 Learning To Look, Looking
                                    To See
                                 Microtrek Scavenger Hunt

The North Carolina WILD program can be used to meet some of the requirements for Boy
Scout Rank Requirements found in the Boy Scout Handbook (1990 edition). The following sug-
gested Project WILD, including Aquatic WILD, activities can be used to help meet different steps
within the Second and First Class Ranks. The specific steps are listed under each rank in the left
column and the activities that can be used to satisfY the step's requirements are listed in the corre-
sponding column to the right. Please refer to the 'WILD Activity Description and Materials List"
for a short description and necessary materials for each activity.

Second Class Rank                 Project WILD Activity              •   First Class Rank                Project WILD Activity

         5                       Bird Song Survey                              6                         Learning To Look, Looking
                                 Drawing On Nature                                                          To See
                                 First Impressions                                                       Microtrek Scavenger Hunt
                                 Good Buddies                                                            Pond Succession
                                 Learning To Look, Looking                                               Urban Nature Search
                                     To See                                                              Wild Edible Plants
                                 Microtrek Scavenger Hunt                                                Wildlife Is Everywhere!
                                 Planting Animals                                                        Who Fits Here?
                                 Urban Nature Search
                                 What's Wild?                                                            Aquatic WILD Activities:
                                 Who Fits Here?                                                          Riparian Retreat
                                 Wildlife Is Everywhere                                                  Water Plant Art

                                 Aquatic WILD Activities:
                                 Are You Me?
                                 Blue Ribbon Niche
                                 Riparian Retreat
                                 The Edge Of Home
       Badge Requirements
The North Carolina WILD program can be used to meet requirements for Boy Scout Merit
Badges found in the Boy Scout Handbook (1990 edition). The following suggested Project WILD,
including Aquatic WILD, activities can be used to assist Boy Scouts in achieving various steps for
the merit badges listed below. The merit badges are listed in the left-hand column. The numbers
and letters refer to those listed in the Boy Scout Requirements Handbook. The activities that can be
used to meet the requirements are listed in the corresponding column to the right. Please refer to
the ''WILD Activity Description and Materials List" for a short description and necessary materials
for each activity.

Merit Badge                     Project WILD Activity            •   Merit Badge                       Project WILD Activity

American Heritage      1C       Planning For People And              Bird Study (continued) 3          Bird Song Survey

Art                     1       Adaptation Artistry
                                                                       ~                      4
                                                                                                       Bird Song Survey
                                                                                                       Learning To Look,
                                                                                                           Looking To See

                                Cartoons And Bumper Stickers                                           Urban Search
                                Color Crazy                                                            Wildlife Is Everywhere
                                Drawing On Nature
                                Ethi-Thinking                                                5A        Adaptation Artistry
                                Everybody Needs A Home                                                 Birds Of Prey
                                                                                                       Owl Pellets
                        2       Cartoons And Bumper Stickers                                           Wild Words: A Journal-
                                Does Wildlife Sell Cigarettes?                                             Making Activity
                                Wildlife As Seen On Coins
                                   And Stamps                                                5B        Birds Of Prey
                                Wildlife In National Symbols                                           Habitat Rummy
                                                                                                       Wild Words: AJournal-
                        3       Learning To Look,                                                          Making Activity
                                    Looking To See
                                Pond Succession                                              5C        Birds Of Prey
                                Seeing Is Believing -                                                  Deadly Links
                                    The Eyes Have It!                                                  Habitat Rummy
                                Wildlife Is Everywhere                                                 Owl Pellets
                                                                                                       Wild Words: A Journal-
                        5       Let's Go Fly A Kite                                                        Making Activity
                                Make A Coat!
                                Planning For People And                                      5D        Habitat Rummy
                                    Wildlife                                                           Wild Words: A Journal-
                                Polar Bears In Phoenix?                                                   Making Activity

Bird Study           lA, B, C   Learning To Look,                                            5E        Wild Words: A Journal-
                                   Looking To See                                                         Making Activity

  ~                             Urban Nature Search
                                Wildlife Is Everywhere                                       5F        Birds Of Prey
                                                                                                       Migration Headaches
                        2       Bird Song Survey                                                       Wild Words: A Journal-
                                Learning To Look,                                                          Making Activity
                                    Looking To See
                                Urban Nature Search                                          5G        Birds Of Prey
                                Wildlife Is Everywhere                                                 Migration Headaches
                                                                                                       Wild Words: A Journal-
                                                                                                           Making Activity

          Lll:1ze:nSJtl1p in the   When A vVhale   A
Merit Badge               Project WILD Activity            •   Merit Badge                   Project WILD Activity

Communications       1    Any Project WILD, including          Environmental          3B     Bird Song Survey
                          Aquatic WILD, activity would            Science (continued)        Environmental Barometer
                          be applicable.                                                     Keeping Score
                                                                                             Learning To Look,
                     2    Does Wildlife Sell Cigarettes?                                         Looking To See
                                                                                             Microtrek Treasure Hunt
                     3    Interview A Spider                                                 Tracks!
                                                                                             Urban Nature Search
                    4A    Cabin Conflict                                                     Wildlife Is Everywhere
                          Pro and Con: Consumptive                                           Aquatic WILD Activities:
                              And Nonconsumptive Uses                                        Blue Ribbon Niche
                              Of Wildlife                                                    Fishy Who's Who
                          To Zone Or Not To Zone                                             The Edge Of A Home

                          Aquatic WILD Activity:                                  4A, B, C   Bird Song Survey
                          To Dam Or Not To Dam                                               Environmental Barometer
                                                                                             Keeping Score
Consumer Buying      2    Does Wildlife Sell Cigarettes?                                     Learning To Look,
                                                                                                 Looking To See

 ~                   8
                          Aquatic WILD Activity:
                          Net Gain, Net Effect
                                                                                             Microtrek Treasure Hunt
                                                                                             Urban Nature Search
Energy             4A,C   Flip The Switch For Wildlife                                       Wildlife Is Everywhere

<e)                  5    Flip The Switch For Wildlife                            4A, B, C   Aquatic WILD Activity:
                                                                                             Aquatic Times
                    6A    Flip The Switch For Wildlife
                                                                                   7A, D     Deadly Links
Environmental Science 1   Checks and Balances                                                Here Today, Gone Tomorrow
                          Classroom Carrying Capacity                                        Litter We Know
                          Everybody Needs A Home                                             We're In This Together
                          How Many Bears Can Live In
                              This Forest?                                          7A,D     Aquatic WILD Activities:
                          Muskox Maneuvers                                                   Deadly Skies
                          OhDeer!                                                            Deadly Waters
                          Ollick Frozen Critters                                             Plastic Jellyfish

                          Aquatic WILD Activities:                                    8      CanDo!
                          Designing A Habitat                                                Enviro-Ethics
                          Hooks And Ladders                                                  Litter We Know
                          Marsh Munchers
                          The Edge Of A Home                                                 Aquatic WILD Activities:
                                                                                             Alice In Waterland
                     2    Bird Song Survey                                                   Dragonfly Pond
                          Environmental Barometer                                            Plastic Jellyfish
                          Keeping Score                                                      Something's Fishy Here
                          Learning To Look,                                                  Watershed
                              Looking To See
                          Microtrek Treasure Hunt                                     9      WildWork
                          Urban Nature Search                                                Aquatic WILD Activity:
                          Wildlife Is Everywhere                                             Living Research: Aquatic
                                                                                                 Heroes And Heroines
Merit Badge                           Activity          Merit Badge

Fish and Wildlife   1   Checks And Balances             Fish and Wildlife   2       Aquatic WILD Activities:
   Management           Deer CrossingWildWork              Management (continued)   Deadly Skies
                        Here Today, Gone Tomorrow                                   Deadly Waters
                        History ofWildlife Management                               Migration Headaches
                        How Many Bears Can Live In                                  Plastic Jellyfish
                            This Forest?                                            Something's Fishy Here
                        Improving Wildlife Habitat In                               Where Have All The Salmon
                            The Community                                               Gone?
                        Keeping Score
                        Know Your Legislation                               3       Can Do!
                        Migration Barriers                                          Checks And Balances
                        Oh Deer!

                        The Hunter
                        Too Close For Comfort
                        Turkey Trouble
                        Who Pays For What?                                                   Score

                        Wild Bill's Fate                                                        Legislation
                        WildWork                                                    Migration Barriers
                                                                                    No Water Off A Duck's Back
                        Aquatic WILD Activities:                                    Noisy Neighbors
                        Aquatic Roots                                               Planning For         And
                        Migration Headache                                              Wildlife
                        Net Gain, Net Effect                                        Playing Lightly On The Earth
                                                                                    Too Close For Comfort
                    2   Cabin Conflict                                              Who        For What?
                        Can Do!                                                     Wild       Fate
                        Checks And Balances
                        Deadly Links
                        Deer Crossing
                        Here Today, Gone Tomorrow
                               ofWildlife                                   4       Checks And Balances

                                                                                         Uses Of Wildlife

                        To Zone       Not To Zone                                   Too Close For Comfort
                        Too Close For Comfort                                             Trouble
                        We're pJ1 In This                                                     ';\Tear V/hat
                        Wild Bill's Fate
                        ';\Tho Lives Here?
                        Who         For                                             Wild Bill's Fate
Merit Badge                  Project WILD Activity         •   Merit Badge                 Project WILD Activity

Nature (continued) 4B (Plants) Seed Need                       Stamp Collecting      lOC   Wildlife As Seen On Coins

                                                                                              And Stamps
                     SD       Surprise Terrarium                @
                     SE       Seed Need                        Weather                6    Aquatic WILD Activity:

Photography          2A      Photos Keep It Happening           @                          Watershed

 @)                                                                                   7    Aquatic WILD Activities:
                                                                                           Deadly Skies
                                                                                           Deadly Waters
Public Speaking    lA,B,C    Aquatic WILD Activities:

                             Facts And Falsehoods              Wilderness Survival   13    Wild Edible Plants

                             To Dam Or Not To Dam

                             Cabin Conflict
                             Pro And Con: Consumptive
                                 And Nonconsumptive Uses
                                 Of Wildlife
                             To Zone Or Not To Zone

                             Facts And Falsehoods
                             To Dam Or Not To Dam

                      S      Cabin Conflict
                             Pro And Con: Consumptive
                                 And Nonconsumptive Uses
                                 Of Wildlife
                             To Zone Or Not To Zone

                             Aquatic WILD Activities:
                             Facts And Falsehoods
                             To Dam Or Not To Dam

Reptile Study         8       Surprise Terrarium

 €)                   9B      Photos Keep It Happening!

Soil and Water       4A      Water's Going On?!
                             Aquatic WILD Activities:
 i}                          Alice In Waterland

                   SA,C,D Aquatic WILD Activities:
                             Alice In Waterland

                    6A,B     Aquatic WILD Activities:
                             Deadly Skies
                             Deadly Waters
                             Plastic Jellyfish
                             Something's Fishy Here
PIndoor/Outdoor Activity AND AQUATIC WILD
                         List                                                                                             {~
North Carolina WILD can be used anytime, anywhere. This activity reference will assist you in                             Narth
choosing the appropriate activity for indoors or outdoors. Activities appear in alphabetical order.
Aquatic WILD follows the Project WILD listing.                                                                       CWitD
PROJECT WILD                                                      •   Smokey The Bear Said What?
                                                                      Spider Web Geometry
                                                                                                      What's That Habitat?
                                                                                                      What's Wild?
Indoor Activities
                                                                      Stormy Weather                  When A Whale Is A Right
Adaptation Artistry               How Many Bears Can Live in
                                    This Forest?                      Surprise Terrarium              Which Niche?
And The Wolf Wore Shoes
                                  Hunters, The                        Time Lapse                      Who Fits Here?
Animal Charades
                                  I'm Thirsty                         To Zone Or Not To Zone          Who Lives Here?
Animal Poetry
                                  Improving Wildlife Habitat          Too Close For Comfort           Who Pays For What?
Beady Born
                                     In The Community                 Turkey Trouble                  Wild Bill's Fate
Beautiful Basics, The
                                  Interview A Spider                  Visual Vocabulary               Wildlife As Seen On Coins
Birds of Prey                                                                                            And Stamps
                                  Know Your Legislation:              Water's Going On?!
Birds Song Survey                   What's In It For Wildlife?                                        Wildlife Bibliography
                                                                      We're In This Together!
Cabin Conflict                    Litter We Know                                                      Wildlife In National Symbols
                                                                      What Bear Goes Where?
CanDo!                            Lobster In Your Lunchbox                                            Wildlife Issues: Community
                                                                      What Did Your Lunch Cost
Carrying Capacity                 Make A Coat!                          Wildlife?                        Attitude Survey
Cartoons And Bumper               Migration Barriers                  What You Wear Is What           Wildlife Research
   Stickers                                                             They Were                     WildWork
                                  Museum Search For Wildlife
Changing Attitudes                                                    What's For Dinner?
                                  My Kingdom For A Shelter
Checks And Balances
                                  No Water Off A Duck's Back
Classroom Carrying Capacity
Color Crazy                                                           AQUATIC WILD
                                  Owl Pellets
Deer Crossing                                                         Indoor Activities
                                  Philosophical Differences
Does Wildlife Sell Cigarettes?                                        Alice In Watedand               Migration Headache
                                  Planning For People And
Eco-Enrichers                        Wildlife                         Aqua Worqs                      Net Gain, Net Effect
Enviro-Ethics                     Planting Animals                    Aquatic Roots                   Plastic Jellyfish
Ethi-Reasoning                    Polar Bears In Phoenix?             Aquatic Times                   Riparian Retreat
Ethi-Thinking                     Pond Succession                     Are You Me?                     Something's Fishy Here!
Everybody Needs A Home            Power Of A Song, The                Dam Or Not To Dam, To           Turtle Hurdles
First Impressions                 Pro And Con: Consumptive            Deadly Skies                    Water Canaries
Flip The Switch For Wildlife         And Non-Consumptive              Deadly Waters                   Water Plant Art
                                     Uses of Wildlife
Forest In Ajar                                                        Designing A Habitat             Water We Eating?
                                  Oyick Frozen Critters
Good Buddies                                                          Dragonfly Pond                  Water Wings
                                  Rainfall And The Forest
Graphananimal                                                         Fashion A Fish                  Watered Down History
                                  Rare Bird Eggs For Sale
Grasshopper Gravity                                                   Fishy Who's Who                 Watershed
                                  Riparian Zone
Habitat Lap Sit                                                       Hooks and Ladders               Whale of a Tale
                                  Saturday Morning Wildlife
Habitat Rummy                        Watching                         Kelp Help                       Where Does Water Go Mter
Habitrekking                                                          Living Research Aquatic           School?
                                  Seed Need
Here Today, Gone                                                         Heroes And Heroine           Where Have All The Salmon
                                  Seeing Is Believing - Or                                              Gone?
   Tomorrow                          The Eyes Have It!                Marsh Munchers
History of Wildlife               Shrinking Habitat
   Management, A

Outdoor Activities
Animal Poetry                   Kingdom For A Shelter   Alice In Waterland         Water Wings
Ants On A Twig              Noisy Neighbors             Fashion A Fish             Watered Down History
Bird Song Survey            Oh Deer!                    Hooks and Ladders          Watershed
Can Do!                     Photos Keep It Happening!   Living Research: Aquatic   Whale Of A Tail
Deadly Links                Playing Lightly On The          Heroes and Heroines
                                                                                   Where Does Water Go
Drawing On Nature               Earth                   Marsh Munchers               After School?
Environmental Barometer     C21tick Frozen Critters     Migration Headache

Fire Ecologies              Seed Need                   Net Gain, Net Effect
                            Shrinking Habitat           Plastic

Habitracks                         Web                            Retreat
                            Succession Transect         Turtle Hurdles
                            The Thicket Game            Water Canaries
                            Time Lapse                  Water Plant Art
Keeping Score               Tracks!
Learning To Look, Looking   Urban Nature Search
   To See                   Wild Edible Plants
Let's Go Fly A Kite         Wild Words: A Journal-
Litter We Know                 Making
Microtrek Scavenger Hunt    Wildlife Is Everywhere
Muskox Maneuvers
      Activity Description and Materials List
This alphabetized description lists all of the suggested WILD activities. Each description provides
a brief synopsis of what the scouts will learn and do during an activity and the materials needed.
Suggested grade levels for each activity are listed. However, all activities can be adapted to
accommodate Kindergarten to Adult. The corresponding WILD Guide page number is in paren-
thesis (E=Elementary [1986 edition], S=Secondary [1986 edition], C=Combination [1992 edition],
A=Aquatic [1987 edition]). Note: There are many other activities found in the Project Wild Guides
that do not directly correlate to the Scout Requirements.

PROJECT WILD                                                        •   Beautiful Basics, The (Grade 2 and up)
                                                                        Scouts list and organize the needs of people, pets and wildlife
Activity Descriptions                                                   and identifY their five basic survival needs.
                                                                        materials: chalkboard
Adaptation Artistry (Grades 4-9)                                        (E-29, C-30) indoor activity
Scouts design and create imaginary birds, and write reports
including descriptions of the birds' adaptations. Scouts are able       Bird Song Survey (Grades 9-12)
to identifY and describe the advantages and evaluate the impor-         Scouts investigate an area and use bird-counting techniques to
tance of bird adaptations.                                              recognize the importance of data collection as one way to learn
materials: crayons, clay, paints, newsprint, pencil and paper           more about wildlife, people and our shared environments.
(E-97, S-91, C-114) indoor activity                                     materials: note pads, bird guides, drawing paper or magazine
And The Wolf Wore Shoes (Grades 2-5)                                    Optional: binoculars, bird call tapes, tape player
Scouts read and divide books into those about "real" animals            (S-231, C-200) indoor and outdoor activity
and those about "make-believe"animals. Scouts then distinguish
between real and fictitious animal characteristics.                     Birds of Prey (Grades 10-12)
materials: children's books and comic books with animals,               Scouts interpret data, and generate and test hypotheses con-
writing materials                                                       cerning predator-prey relationships, animal populations and
(E-163, C-266) indoor activity                                          environmental factors. Scouts recognize the interdependence of
                                                                        elements within ecosystems.
Animal Charades (Grades 4-12 and up)                                    materials: natural area maps, photographs of predator and prey
Scouts define wildlife. Scouts use "charades" to distinguish            species, photocopies of graphs A -E enlarged for large group use
between wild and domesticated animals.                                  (S-217, C-150) indoor activity
materials: none
(E-3, S-1, C-4) indoor activity
                                                                        Cabin Conflict (Grades 7-12)
Animal Poetry (Grades 4-7 and up)                                       Scouts participate in a role-playing activity providing them the
Scouts go outside to imagine themselves as animals, and then            opportunity to describe possible circumstances and to evaluate
write poems. Scouts recognize and experience the inspirational          various conflicting points of view in land-use issues involving
value of wildlife.                                                      public and private interests.
materials: writing materials                                            materials: photocopies of background information, mock court-
(E-63, S-13, C-70) indoor or outdoor activity                           room
                                                                        (S-185, C-264) indoor activity
Ants On A Twig (Grades 3-9)
Scouts go outside to observe and demonstrate ant behavior.              Can Do! (Grades 2-9)
They are able to identifY similarities and differences in basic         Scouts select a school environmental project, conduct research,
needs of ants and humans, and generalize that humans and                make project plans and follow steps to accomplish project.
wildlife have similar basic needs.                                      Scouts suggest and evaluate alternative ways to either solve the
materials: writing materials                                            problem or at lease improve the situation. Scouts make plans,
(E-9, S-49, C-10) outdoor activity                                      successfully undertake the project, and analyze and describe the
                                                                        procedures used to accomplish the project.
Bearly Born (Grades 4-7 and up)                                         materials: writing materials, project building tools and materials
Scouts illustrate, compute and graph weight differences                 (E-223, S-201, C-322) indoor and outdoor activity
between people and black bears at various stages of maturity.
Scouts are also able to identifY the similar survival needs of
black bear cubs and human babies.
materials: graph paper
(E-5, S-211. C-6) indoor activity
Carrying Capacity (Grades 7-12)
Scouts become herds of animals seeking food in a physical activ-
                                                                         •   Deer Crossing (Grades 7-12)
                                                                             Scouts are provided background information on an actual issue
ity. Scouts will acquire a working understanding of the concept              involving a herd of deer in Idaho. Scouts analyze and evaluate
of carrying capacity. Scouts will be able to formulate and test              the complex factors that arise in wildlife management issues and
hypotheses relating to wildlife populations and carrying capacity.           develop options and recommendations to resolve the situation
materials: one bag of dried beans, kitchen timer                             in the best possible manner.
(S-221, C-152) indoor activity                                               materials: photocopy of "Deer Crossing" infor-mation
                                                                             (S-183, C-202) indoor activity
Cartoons and Bumper Stickers (Grades 6-12)
Scouts find, analyze and discuss cartoons and!or bumper                      Does Wildlife Sell Cigarettes? (Grades 6-12)
stickers that make a statement about an issue affecting natural              Scouts evaluate and categorize advertisements as to the use of
resources and the environment. Scouts describe the use of                    wildlife and other natural images, the purposes and impacts of
humor as a means of conveying information about environ-                     using such images, and recommendations of appropriate uses of
mental issues.                                                               nature-derived images in advertising.
materials: construction paper, drawing materials, cartoons,                  materials: magazines and newspapers
bumper stickers                                                              (E-169, S-23, C-232) indoor activity
(E-167, S-21, C-230) indoor activity
                                                                             Drawing on Nature (Grades 7-12)
Changing Attitudes (Grades 5 -12)                                            Scouts use techniques of observation and visualization to record
Scouts design and conduct community interviews focusing                      wildlife by drawing. Scouts will be able to generalize that wildlife
on a wild animal and!or the environment. Scouts compile and                  and other animals are important inspirations for art and science.
summarize the findings.                                                      materials: drawing and art materials
materials: writing materials                                                 (S-67, C-86) outdoor activity
(E-I77, S-165, C-240) indoor activity
                                                                             Eco-Eririchers (Grades 6-12)
Checks and Balances (Grades 6-12)                                            Scouts experiment with soil and earthworms, evaluating the
Scouts become wildlife managers of a herd of animals in a                    importance of plant and animal matter as contributors to soil.
paper/pencil discussion game. Scouts evaluate hypothetical                   Scouts learn that many forms of wildlife contribute to the diver-
wildlife management decisions and become aware of the factors                sity and balance of ecological systems.
that affect the size of a wildlife population.                               materials: enough soil for three 1x1xl containers, earthworms,
materials: one die per scout, copies of condition cards                      compo sting materials
(E-147, S-223, C-186) indoor activity                                        (E-69, S-73, C-76) indoor activity

Classroom Carrying Capacity (Grades K-6)
                                                                             Enviro-Ethics (Grades 6-12)
Scouts sit unusually close together and describe the results.
                                                                             Scouts develop and use a "Personal Code of Environmental
Scouts define carrying capacity and give examples of factors that
                                                                             Ethics." Scouts distinguish between actions that are harmful
can influence the carrying capacity of an area.
                                                                             and beneficial to the environment. Scouts evaluate the appropri-
materials: chalkboard
                                                                             ateness and feasibility of making changes in the way they relate
(E-109, C-126) indoor activity
                                                                             to the environment.
                                                                             materials: none
Color Crazy (Grades K-6)
                                                                             (E-227, S-41, C-326) indoor activity
Scouts create representations of colorful wild animals and dis-
cover that wildlife occurs in a wide variety of colors.
                                                                             Environmental Barometer (Grades 3-5 and older)
materials: crayons; paint, chalk, construction paper, scissors,
                                                                             Scouts go outside to observe and count or estimate wildlife in
glue, pictures of brightly colored animals (i.e. fish, insects, birds)
                                                                             an area, then they do the same in another setting to compare
Optional: artificial feathers, colored tissue paper, acorn shells,
                                                                             findings and discuss why wildlife is or isn't present. Scouts
uncooked noodles
                                                                             consider ways in which the presence of wildlife can be used as
(E-11, C-12) indoor activity
                                                                             an indicator of environmental quality. Activity includes the
                                                                             option of making an "environmental barometer."
Deadly Links (Grades 4-9)
                                                                             materials: writing materials, poster board or construction paper,
Scouts become "hawks," "shrews" and "grasshoppers" in a phys-
                                                                             marking pens or crayons
ical activity that illustrates how pesticides enter and travel up
                                                                             (E-73, C-80) outdoor activity
food chains. Scouts will be able to describe possible conse-
quences of pesticides entering food chains.
                                                                             Ethi-Reasoning (Grades 5-12)
materials: white and colored pipe cleaners(or laminated paper
                                                                             Scouts read, discuss, make judgments, and write about hypo-
squares, colored drinking straws, multi-colored dry dog food)
                                                                             thetical dilemmas concerning wildlife and!or natural resources.
30 pieces per scout with a ratio of 2/3 white to 1/3 colored and
                                                                             materials: laminated copies of dilemma cards
one bag per scout.
                                                                             (E-219, S-197, C-310) indoor activity
(E-197, S-123, C-270) outdoor activity
Ethi-Thinking (Grades K-8)                                                Graphananimal (Grades 2-6)
Scouts list activities that might be harmful to wild plants and           Scouts create collages of animals in two different habitats, and
animals, and use photos or drawings to visualize, discuss,                "visit" the habitats by going on a "nature walk" in their class-
interpret and evaluate these activities. In addition, scouts will         room. The Scouts tally the number of animals they see, then
be able to recommend alternative activities that are not harmful          graph and compare results.
to the environment.                                                       materials: photos or pictures of animals, cardboard for mount-
materials: construction paper, crayons, paper, magazines                  ing photos, notebook paper, graph paper, pencils
(E-209, S-193, C-290) indoor activity                                     (E-81, C-100) indoor activity

Everybody Needs a Home (Grades K-3)                                       Grasshopper Gravity (Grades 2-7 and up)
Scouts draw pictures of homes and compare their personal                  Scouts observe, handle and describe live grasshoppers or
needs with those of animals.                                              crickets. Scouts describe relationships between physical charac-
materials: drawing paper, crayons or chalk                                teristics, structure, and function. They observe that wildlife
(E-31, C-32) indoor activity                                              ranges from small to large, and occurs in a variety of forms.
                                                                          Scouts recognize that people, like themselves, have the power to
Fire Ecologies (Grades 7-12)                                              affect the environment and other animals and with that power
Scouts conduct a field investigation, becoming familiar with              comes responsibility.
         and           effects of fire (either forest or    on            materials:                     hand      one live cricket or
wildlife species and their habitats.                                      grasshopper for every two scouts
materials: soil analysis equipment (i.e. pH testing paper, soil           (E-15, S-59, C-16) indoor and outdoor activity
sample containers), plant and animal field guides, guest speaker,
library materials                                                         Habitat Lap Sit (Grades 4-9 and younger or older)
(S-l11, C-182) outdoor activity                                           Scouts form an interconnected circle to demonstrate the
                                                                          components of habitat and the significance ofloss or change
First Impressions (Grades K-6)                                            of factors and species within the habitat.
Scouts react to a variety of photos, distinguishing between reac-         materials: none
tions to animals based on myth or stereotype, and those based             (E-33, S-47, C-34) indoor activity
on accurate information. Scouts also recognize the value of ani-
mals' contributions to ecosystems.                                        Habitat Rummy (Grades 4-7 and up)
materials: large photos or drawings of a variety of animals               Scouts make cards and playa card game that identifies the
(E-161, C-224) indoor activity                                            habitat components for various species of animals.
                                                                          materials: sets of "Habitat Rummy Cards"
     the Switch for Wildlife (Grades 5-12)                                (E-41, S-51, C-40) indoor activity
Scouts illustrate the route of electricity from its sources to the
outlets people use, tracing environmental impacts along its path.         Habitracks (Grades 2-5)
Scouts then invent and try ways to make beneficial impacts on             Scouts identify the habitat components by          a
wildlife through their own energy-saving practices.                       exploring a large outdoor area, i.e. schoolyard or
materials: writing and drawing materials                                  recognize that these components are needed
(E-217, S-129, C-308) indoor activity                                     both         and wildlife.

          LVJllU'JLl   an experiment using soil, water,
                 Scouts draw a        to          their
                    about succession and how environments can


dLl,V"".                                    U"l1VH~jLH~'~.   com-
mensalism, mutualism and
materials: cardboard,
  scouts or adult leaders)
Here Today, Gone Tomorrow (Grades 5-12)                             Keeping Score (Grades 4-8)
Scouts become familiar with the classifications of animals as:      Scouts investigate their neighborhoods for "cause and effect"
"threatened," "extinct," "peripheral," "rare" and "endangered."     relationships that help and hinder wildlife, develop and use
Scouts conduct research and make a master list of threatened        "community wildlife scorecards," and recommend actions to
and endangered animals found locally and nationally. Scouts         improve and maintain the quality of wildlife habitat in the com-
also list factors affecting the animals' population status.         munity or their neighborhoods.
materials: information from state and federal agencies on           materials: poster materials, photocopied "Keeping Score" score-
threatened and endangered animals, poster-making materials          cards, chalkboard or bulletin board for display
(E-135, S-115, C-170) indoor activity                               (E-201, S-127, C-276) outdoor activity

History Of Wildlife Management, A (Grades 7-12)
                                                                    Know Your Legislation: What's In It For Wildlife?
Scouts generate questions and contact their state wildlife agency
                                                                    (Grades 7-12)
to gain background information concerning the development
                                                                    Scouts participate in the legislative process
and present philosophy and practices of wildlife conservation
                                                                    active bill being considered in the local
and management.
                                                                                     at which         citizens can have an      on
materials: research, letter-writing and skit materials
                                                                                                evaluate the effectiveness
(5-155,          indoor

              Bears Can Live In This Forest?
                                                                    materials: copy of a bill      considered in local
               and up)
                                                                    writing materials, poster       or butcher paper
Scouts become "bears" looking for "food" in a "habitat," thus
                                                                    (S-205, C-318) indoor
this activity teaches scouts about the importance of carrying
capacity for wildlife and people.
                                                                    Learning To          Looking To See (Grades
materials: one envelope or sma11 bag per scout, one blindfold, 5
                                                                    Scouts list what they remember seeing in a familiar environ-
colors of paper (4 sheets per color)
                                                                    ment, check their accuracy, and discuss the results. Afterwards,
(E-115, 5-101, C-134) indoor or outdoor activity
                                                                    the scouts apply their experiences and new skills to an unfamil-
                                                                    iar outdoor setting.
Hunters, The (Grades 5-9)                                           materials: writing materials
Scouts read and discuss a story, describe their feelings about      (E-181, S-31, C-62) outdoor activity
hunting, compare their attitudes to those of other people, and
make personal judgments about the appropriateness of hunting.
                                                                    Let's Go         Kite (Grades 4-6 and up)
materials: copies of the story
                                                                    Scouts design, make and fly kites using wildlife as an
(E-153, S-157, C-190) indoor activity
                                                                    for their designs.
                                                                    materials: tissue paper of various                       small
I'm Thirsty (Grades 7-12)                                                                            kite
Scouts use data provided to perform mathematical calculations
and to make inferences about the importance of adaptations in
order for wildlife to survive.
                                                                    Litter We Know              4-6)
materials: paper and pencil
(5-219, C-154) indoor

habitat in
         describe   c.o~c.w,uu


Interview A
Scouts become reporters and use                            to
research and write about wild animals.
Make A Coat! (Grades K-6)
Scouts make replicas of coats using different materials that rep-
                                                                     •   No Water Off A Duck's Back (Grades 6-12)
                                                                         Scouts conduct experiments using water, oil, hard-boiled eggs,
resent varying historical periods. Scouts identifY historical and        detergent and feathers to identifY ways oil spills can affect birds
current sources of clothing. Scouts follow-up the source identi-         adversely. Scouts discuss possible negative consequences to
fication with classification of these sources as renewable or non-       wildlife, people and the environment from pollutants produced
renewable natural resources.                                             by people.
materials: butcher paper, newsprint or large paper shopping              materials: used motor oil, shallow containers, eye dropper, hand
bags, scissors, paint, crayons, yarn, wool scraps, heavy thread,         lens, feathers (natural), liquid detergent, hard-boiled eggs
needle                                                                   (E-151, S-119, C-274) indoor activity
(E-75, C-82) indoor activity
                                                                         Noisy Neighbors (Grades 7-12)
Microtrek Scavenger Hunt (Grades 4-6 and up)
                                                                         Scouts conduct an investigation of noise levels in their commu-
Scouts go on an outdoor "scavenger hunt" for wildlife, discover-
                                                                         nity and recognize the effects that human-derived noises can
ing that people and wildlife share environments, and that peo-
                                                                         have on wild animals. Scouts consider alternative behaviors that
ple are surrounded by wildlife.                       .
                                                                         might have less damaging consequences on wild animals. They
materials: hand lens, digging tool, pencil, photocopied instruc-
                                                                         also make recommendations based on their findings.
tion sheets (1 copy per 2-5 scouts)
                                                                         materials: writing materials, recommended health standards
(E-21, C-22) outdoor activity
                                                                         for noise
                                                                         Optional: decibel meter
Migration Barriers (Grades 4-6)
                                                                         (S-137, C-294) outdoor activity
Scouts draw murals showing deer migration routes and the con-
sequences of development of a highway through the area. Scouts
                                                                         OhDeer! (Grades 4-12)
define migration as it relates to wildlife and describe possible
                                                                         Scouts become "deer" and "habitat components" in an active
impacts on wildlife migration patterns as a result of human
                                                                         game. Scouts realize the importance of good habitat, observe
activities. Scouts give an example of the importance ofland-use
                                                                         the types oflimiting factors on wildlife populations and recog-
planning as it affects people, wildlife and the environment.
                                                                         nize that fluctuations of wildlife populations occur naturally as
materials: drawing materials; large butcher or poster paper;
                                                                         ecological systems undergo a constant change.
background information about deer or other animals in your
                                                                         materials: large outdoor or indoor area, flip chart, chalkboard or
region that migrate seasonally on land; information about the
                                                                         poster board, magic marker
animals' habitat needs. (Check with local wildlife specialists for
                                                                         (E-131, S-107, C-146) indoor or outdoor activity
(E-l91, C-262) indoor activity
                                                                         Owl Pellets (Grades 3-7)
                                                                         Scouts examine owl pellets and reconstruct rodent skeletons.
Museum Search For Wildlife (Grades 3-6)
                                                                         Scouts gain an understanding of food chains and interdepen-
Scouts visit a museum-or another source of artifacts, identifY
                                                                         dence within ecological systems.
wildlife that is portrayed in an art form and see how wildlife has
                                                                         materials: owl pellets, small animal skeleton diagram and skull
sufficient spiritual and aesthetic value to inspire art.
                                                                         guide, tweezers, toothpicks, glue, poster board
materials: none
                                                                         Optional: hand lenses or magnifYing glasses, gloves
(E-65, C-72) indoor activity
                                                                         (E-125, S-83, C-144) indoor activity
Muskox Maneuvers (Grades 4-9)
Scouts simulate muskoxen and wolves in an active game                    Philosophical Differences (Grades 7-12)
depicting the effectiveness of adaptations in predator/prey              Scouts select a natural resource-related issue of concern to
relationships, and the importance of predator/prey relationships         members of their community; correspond with representatives
as limiting factors in wildlife populations.                             of a range of interest groups about their philosophical positions
materials: cloth bandannas of two different colors (or strips of         concerning the issue; recognize the different perspectives; and
cloth) - 12 of one color and 3 of another color                          describe the positive effects of several different points of view.
(E-111, S-99, C-130) outdoor activity                                    materials: newspapers, magazines or other sources of news,
                                                                         writing materials
My Kingdom For A Shelter (Grades 5-9)                                    (S-39, C-242) indoor activity
Scouts create replicas of wildlife shelters. Scouts identifY the
materials and techniques used by at least one animal to con-             Photos Keep It Happening! (Grades 7-12)
struct its shelter.                                                      Scouts create photos or other visual studies of wild or domesti-
materials: natural materials (Caution: Avoid damage to animals           cated animals, symbolic of their historical and contemporary
and habitat when gathering materials.)                                   influence on human cultures. Scouts will be able to interpret the
(E-47, S-65, C-46) indoor and outdoor activity                           importance of wildlife as an inspiration for art and marketing.
                                                                         materials: camera equipment, drawing materials, photographs,
                                                                         magazine illustrations
                                                                         (S-139, C-88) outdoor activity
Planning For People And For Wildlife (Grades 4-12)
Scouts imagine and research the environmental history of the
                                                                     •   Pro and Con: Consumptive And Non-Consumptive Uses
                                                                         Of Wildlife (Grades 7-12)
area where they live before a community was developed. Scouts            Scouts research and debate the different uses of wildlife as
design planned communities and build and evaluate models of              well as reasons offered for and against consumptive and non-
their community designs.                                                 consumptive uses.
materials: construction or model-building materials                      materials: research and writing materials, debate arrangement in
(E-205, S-187, C-284) indoor activity                                    scout meeting area
                                                                         (S-33, C-250) indoor activity
Planting Anirnals (Grades 4-9)
                                                                         QyickFrozen Critters (Grades 4-6 and younger or older)
Scouts write a letter to a state or provincial wildlife agency for
                                                                         Scouts play an active version of "freeze tag" simulating preda-
information and make dioramas of transplanted animals in new
                                                                         tor/prey relationships. Scouts recognize that limiting factors
habitats. Scouts will be able to describe reasons for "trans-
                                                                         affect wildlife populations and describe the importance of
planting" animals and to identifY one animal that has been
                                                                         adaptations in predator/prey relationships.
transplanted in their own state or province.
                                                                         materials: food tokens, approximately 3 per scout, (created from
materials: writing materials, magazine photographs, scissors, glue
                                                                         cardboard or other materials), bandannas or vests to identifY
Optional: boxes for dioramas
                                                                         predators, 4 to 5 hula hoops, writing materials or chalk, poster
(E-141, S-19, C-176) indoor activity
                                                                         board or chalkboard
                                                                         (E-105, C-122) indoor or outdoor activity
Playing Lighdy On The Earth (Grades K-8)
Scouts look for evidence of games that harm the environment,
                                                                         Rainfall And The Forest (Grades 6-9)
and then invent and play games with a benign effect on the
                                                                         Scouts work with state highway and vegetative maps to
environment. Scouts will be able to distinguish between games
                                                                         determine relationships between rainfall, vegetation and animal
that are damaging and not damaging to the environment.
                                                                         habitats. Scouts will be able to: correlate rainfall data with
materials: outdoor access, list of common games
                                                                         vegetative communities; correlate vegetative communities with
(E-211, S-195, C-292) outdoor activity
                                                                         animal life; recognize interrelationships among living and
                                                                         nonliving elements of the environment; and understand that
Polar Bears In Phoenix? (Grades 2-6)                                     populations and the fluctuations of these populations are
Scouts design and draw a wo enclosure appropriate for the                influenced by ever-changing climactic conditions.
survival of a polar bear in a hot, arid climate. Scouts identifY         materials: state highway maps ( 1 map per 2 to 3 scouts), sheets
problems for an animal moved from its natural environment                of tracing paper the size of the maps, elevation and rainfall
into captivity.                                                          information for 30 communities, vegetative maps of the state.
materials: crayons, paper or modeling materials                          (E-121, S-75, C-140) indoor activity
(E-103, S-1Q5,,5;-120) indoor activity
                                                                         Rare Bird Eggs For Sale (Grades 7-12)
Pond Succession (Grades 4-9)                                             Scouts debate and examine the reasons for and consequences of
Scouts create murals showing three major stages of pond suc-             man's tendencies to collect natural resource items. Scouts will
cession. Scouts will be able to recognize that natural environ-          suggest alternatives to satisfY collection needs. Scouts will be
ments are continuously changing. Scouts discuss the concept of           able to identifY some reasons for and consequences of collecting
succession through oral and pictorial descriptions.                      wildlife and wildlife products.
materials: paper for murals, crayons, art supplies                       materials: reference materials, writing materials, debate arrange-
(E-93, S-95, C-110) indoor activity                                      ment in scout meeting area
                                                                         (S-35, C-296) indoor activity
Power Of A Song (Grades 6-12)
Scouts listen to songs, analyze lyrics for environmental mes-            Riparian Zone (Grades 7-12)
sages, and interpret the influences of popular music and other           Scouts simulate a Board of Commissioners hearing. By
art forms on people's environmental attitudes.                           researching and preparing a presentation on a land-use planning
materials: radio, records, tapes, CDs or song books as sources of        issue from the point of view of a special interest group, Scouts
popular songs, record, tape or CD player                                 increase their understanding of the effects various types ofland
(E-171, S-25, C-234) indoor activity                                     development on wildlife. Scouts should recognize the usefulness
                                                                         ofland-use planning as a tool by which to minimize negative
                                                                         impacts of some kinds of development.
                                                                         materials: butcher paper or newsprint, commission hearing
                                                                         room arrangement in scout meeting area, copies of "At Issue"
                                                                         from the Project WILD guide
                                                                         (S-181, C-206) indoor activity
Saturday Morning Wildlife Watching (Grades K-6)                       Spider Web Geometry (Grades 10-12 and younger)
Scouts watch, report, discuss and evaluate cartoons on television     Scouts research the spider of their choice. Scouts construct a
or in comics. Scouts distinguish between realistic and unrealistic    replica of the spider's web, applying principles of geometry.
portrayals of wildlife and other animals in cartoons, identify        Scouts recognize spiders as wildlife and generalize that people
possible influences on people from watching cartoons, and             and wildlife share environments.
make judgments about appropriate and inappropriate behaviors          materials: writing materials for use in research, measuring
they feel can result from cartoon watching.                           instruments, thread or thin yarn, glue, fIxative (like hair spray)
materials: access to television for cartoon viewing or comic          (S-215, C-58) indoor and outdoor activity
(E-165, C-228) indoor activity
                                                                      Stormy Weather (Grades 4-9 and up)
                                                                      Scouts use "guided imagery" to experience a storm. Scouts
Seed Need (Grades 5-6 and younger)                                    generalize that humans and wildlife share environments and
Scouts gather seeds by going outside and wearing socks over           experience some of the same natural phenomena.
their shoes. Scouts investigate how seeds are carried by animals      materials: none
and how wildlife contributes to the ecological systems based on       (E-25, S-3, C-26) indoor
this example of seed
materials: large fuzzy socks (1 to 2 socks per
                                                                      Succession Transect
tape Optional: one shoe box filled with planting medium per
                                                                      Scouts go outside and use a survey tool to conduct an investiga-
scout, cookie sheets or trays to place shoe boxes used as planters
                                                                      tion involving the concept of succession. Scouts will be able to
(E-71, C-78) indoor or outdoor activity
                                                                      observe and record elevation and vegetation of two environ-
                                                                      ments. Scouts should recognize that change is constant in nat-
Seeing Is Believing- The Eyes Have It! (Grades K-6)                   ural systems and that succession is one example of such change.
Scouts use kaleidoscopes, binoculars or telescopes, and fish-eye      materials: survey tools (created with 4 meter sticks, 3 bolts, and
mirrors. Scouts imagine which animals might have such vision          a small level), writing and graph paper, access to an area that
and make posters depicting animals that do have such vision.          includes two different habitats or ecosystems
Scouts will be able to identify different kinds of vision as an       (S-97) outdoor activity
example of adaptation in animals.
materials: set up 3 different stations-one station with kaleido-
                                                                      Surprise Terrarium (Grades K-3 and up)
scope, one with telescope or binoculars and one with fish-eye
                                                                      Scouts observe a live animal using camouflage techniques.
mirror or photographs taken with similar lens, magazines with
                                                                      Scouts identify camouflage as an example of animal adaptations
wildlife photographs or wildlife stamps, glue, poster materials
                                                                      and the importance of these adaptations.
(E-99, C-1l6) indoor activity
                                                                      materials: terrarium with vegetation and one animal suited to
                                                                      the habitat created in the terrarium (the animal should be one
Shrinking Habitat (Grades 4-7)                                        that uses camouflage as a form of adaptation to          i.e.
Scouts simulate a process ofland development in a construction        leafhopper, tree frog, tree lizard, walking      grasshopper,
activity. Scouts evaluate the importance of suitable habitat for      earthworm), photographs of animals that use camouflage or
wildlife and recognize that loss of habitat generally is considered   magazines that allow scouts to fInd such   ;JHV"J,,"

to be the most critical          facing wildlife today. Scouts will   (E-101,           indoor
be able to describe some effects of human development of land
                 and animals                    in the area.
            green and blue construction paper, desks,
                                                                      Scouts become                           a version of "hide and
        5 to 6 bed sheets or blankets for a group of 25 scouts
                                                                      seek." Scouts eX1Jer'lerlCe                                 m
                                                                      order to survive.
                                                                      materials: UHH~.V.U0, outdoor area like        or
To Zone or Not to Zone (Grades 6-9)
Scouts role-playa County Commissioners' meeting about a
                                                                    •   We're In This Together (Grades 9-12)
                                                                        Scouts interview people to identifY environmental problems,
land-use issue. Scouts can understand the importance as well as         then analyze, interpret and summarize their findings
some of the complexities ofland-use planning and decision-              recognizing that people, domesticated animals and wildlife
making. Scouts identifY social and ecological considerations            are subject to the same or similar environmental problems.
where human uses ofland conflict with each other and with               materials: writing materials, chalkboard
wildlife habitat needs.                                                 (S-135, C-60) indoor activity
materials: copies of role descriptions, set up mock hearing room
Optional: props for role-playing
                                                                        What Bear Goes Where? (Grades K-3)
(E-193, S-177, C-266) indoor activity
                                                                        Scouts construct posters of three different bear species and
                                                                        their habitats, identifYing each bear's needs and adaptations to
Too Close For Comfort (Grades K-7)                                      suit its habitat.
Scouts experiment with physical distance and levels of comfort          materials: pictures of3 bear species, 3 sheets of butcher paper or
in humans; estimate appropriate distances between humans and            news-print with labeled outline of one bear species on each
wildlife under various conditions; hypothesize about indicators         sheet; construction paper, pencils, scissors, glue
of animal discomfort; and summarize reasons to avoid animal             (E-79, C-98) indoor activity
discomfort through crowding.
materials: none
                                                                        What Did Your Lunch Cost Wildlife? (Grades 4-12)
(E-185, S-121, C-254) indoor activity
                                                                        Scouts trace food sources, diagram environmental impacts,
                                                                        and apply the knowledge they gain by making changes in some
Tracks! (Grades 4-7 and up)                                             of their consumer choices. Scouts will be able to trace some
Scouts make plaster casts of animal tracks. Scouts will identifY        foods back to their source. They will pinpoint environmental
common animal tracks.                                                   influences affecting food production and discuss the impact
materials: plaster of Paris, mixing containers, spray shellac or        these practices have on wildlife and the environment as food is
plastic, petroleum jelly, cardboard, knives, sandpaper, black ink       produced, processed, packaged and sold to the consumer.
or paint                                                                materials: writing and drawing materials
Optional: loops of wire                                                 (E 215, S 203, C 306) indoor activity
(E-55, S-45, C-52) outdoor activity
                                                                        What You Wear Is What They Were (Grades 7-12)
TurkeyTrouble (Grades 10-12)                                            Scouts draw, label and analyze their clothing according to the
Scouts make computations and interpret results. Scouts will             natural resources from which they are derived. Scouts make
acquire a working knowledge of some factors affecting wildlife          personal judgments about appropriate uses of natural resources
populations.                                                            based on criteria that they establish. Scouts distinguish between
materials: paper, graph paper, pencils                                  renewable and nonrenewable natural resources. Scouts recog-
(S-227, C-164) indoor activity                                          nize environmental consequences of clothing preferences.
                                                                        materials: drawing materials, notebook paper
                                                                        (S-147) indoor activity
Urban Nature Search (Grades 4-9 and up)
Scouts go outside to observe an environment, using a question-
naire to assist in gathering data.                                      What's For Dinner? (Grades 3-7 and up)
materials: questionnaires, writing materials, outdoor setting to        Scouts list and analyze the sources of food. Scouts will be
conduct the investigation                                               able to generalize that all animals, including people, depend
(E 83, S 79, C 102) outdoor activity                                    on plants as food. Scouts will determine direct and indirect
                                                                        dependency on plants as food sources.
                                                                        materials: writing materials, poster board, drawing materials,
Visual Vocabulary (Grades 4-7and up)
Scouts review vocabulary and wildlife concepts through the use
                                                                        (E-49, S-63, C-48 ) indoor activity
of pantomime.
materials: "glossary"; small pieces of paper with words printed
on them, container                                                      What's That, Habitat? (Grades 2-3)
(E-119, S-15, C-138) indoor activity                                    Scouts draw pictures of people's and animal's homes, comparing
                                                                        basic habitat needs.
                                                                        materials: drawing paper and materials, crayons or colored chalk
Water's Going On?! (Grades 5-9)
                                                                        (E-39, C-38) indoor activity
Scouts estimate and calculate how much water they use in
school, and then design and try ways to conserve water.
materials: chalkboard, pencil, paper
(E-213, S-235, C-304) indoor activity
What's Wild? (Grades K-3)
Scouts find and classify pictures of wild and domesticated
                                                                      Wild Bill's Fate (Grades 7-12)
                                                                      Scouts investigate pending legislation affecting wildlife. Scouts
animals and construct collages. Scouts distinguish between            contact agencies and organizations for information about the
wildlife and domesticated animals.                                    legislation and recognize legislative processes that affect wildlife.
materials: magazine or newspaper pictures of a wide variety of        materials: writing materials, telephone, stamps
animals, poster board or heavy construction paper, glue               (S-143, C-316) indoor activity
(E-1, C-2) indoor activity
                                                                      Wild Edible Plants (Grades 7-12)
When A Whale Is A Right (Grades 7-12)                                 Scouts create a local seasonal calendar identifying native edible
Scouts hold a hypothetical meeting of the International               plants and their uses. Scouts recognize that all cultivated plants
Whaling Commission. Scouts recognize and evaluate how the             were originally derived from wild plants.
alliances and the relationships between and among nations             materials: poster-making materials, reference materials on wild
affect wildlife and wildlife issues.                                  edible plants, access to area containing wild and edible plants
materials: research materials, meeting area set up like a meeting     (S-171, C-90) outdoor activity
(S-149, C-280) indoor activity
                                                                      Wild Words ... AJournal-MakingActivity (Grades 4-12)
                                                                      Scouts go outdoors to create and write in personally designed
Which Niche? (Grades 7-12)                                            journals. Scouts record their observations and descriptions in a
Scouts define "ecological niche" and give at least one example        written and visual form.
of an animal and its ecological niche. Scouts compare ecological      materials: construction paper for journal covers, unlined paper,
niches with careers in their community.                               staples, stapler, writing and drawing materials
materials: guest speaker, chalk board, reference materials            (E 59, S 9, C 66) outdoor activity
(S-151, C-158) indoor activity
                                                                          Wildlife As Seen On Coins And Stamps (Grades 7-12)
Who Fits Here? (Grades 7-9)                                               Scouts describe coins and stamps as examples of ways that
Scouts play an identification game using posters and cards,               people utilize symbols to represent values of wildlife. Scouts use
recognizing that each environment has characteristic life forms           reference materials and actual examples to study how wildlife is
adapted to live there.                                                    portrayed on coins and stamps.
materials: poster board for 10 posters, crayons, paints, magazine         materials: coins and stamps that use wildlife illustrations -
photographs for posters, index cards or construction paper for            actual examples or reference materials illustrating wildlife on
50 adaptation cards                                                       coins and stamps
(S-87, C-160) indoor activity                                             (S 141, C 92) indoor activity

Who Lives Here? (Grades 4-9)                                              Wildlife Bibliography (Grades 7-12)
Scouts research and write reports about native and introduced             Scouts research and construct annotated bibliographies. Scouts
animal species in their area or in the United States. Scouts recite       will be able to give examples of ways in which wildlife has
examples of the effects of introducing animal species into an             influenced the development of human societies and to describe
area where they were not originally found. Scouts conduct a               important social and political value of wildlife for people.
group "quiz" and discussion.                                              materials: writing materials, library reference materials
materials: research materials, writing materials                          (S 145, C 94) indoor activity
(E-139, S-17, C-174) indoor activity
                                                                          Wildlife In National Symbols (Grades 4-9)
Who Pays For What? (Grades 7-12)                                          Scouts research national symbols and make posters to
Scouts identify and acquire a working knowledge of the major              depict their findings. Scouts will identify wildlife used in
sources of income used in support of wildlife and wildlife habi-          national symbols and will hypothesize why wildlife is
tat in the United States. Scouts correspond with agencies about           used as national symbols.
amounts, uses and problems concerning such funding, and                   materials: library reference materials, poster-making materials
summarize their findings.                                                 (E-175, S-169, C-238) indoor activity
materials: research and letter-writing materials
(S-191, C-212) indoor activity
                                                                          Wildlife Is Everywhere (Grades K-3 and up)
                                                                          Scouts go outdoors and survey their environment, looking for
                                                                          evidence of wildlife. Scouts will be able to realize that humans
                                                                          and wildlife share environments.
                                                                          materials: access to outdoor area, string
                                                                          (E-19, C-20) outdoor activity
Wildlife Issues: Community Attitude Survey (Grades 6-12)
Scouts assess the values held by various groups and individuals
by surveying attitudes about a wildlife-related issue in their
community. Scout learn to distinguish between beliefs, values
and attitudes.
materials: writing materials, library reference materials
(C-244) indoor activity

Wildlife Research (Grades 7-12)
Scouts evaluate various types of research that involves wildlife.
Scouts identifY reasons for research related to wildlife. Scouts
design and conduct a wildlife research proposal. Scouts consider
appropriate and inappropriate kinds of research and research
materials:                           reference materials and
other resources

Scouts list wildlife-related careers, describe the nntpr\Ti~ careers
and dramatize wildlife-related VU_U!-JdUlVlJ,O.
materials: writing materials
Optional: guest speakers with wildlife-related careers
(E-129, S-153, C-168) indoor
                                                                      •   Dam Or Not To Dam, To (Grades 4-12)
                                                                          Scouts role play individuals representing different perspectives
Activity Descriptions                                                     and concerns related to potential positive and negative effects
                                                                          from constructing a dam on a river.
Alice In Waterland (Grades 1-6)                                           materials: role playing cards
Scouts use guided imagery, lecture-discussion and student-                (A -125) indoor activity
gathered data to explore water use and its effects on wildlife
habitat. Scouts trace where the water they use came from and              Deadly Skies (Grades 1-12)
where it goes after they use it. Scouts identifY potential prob-          Through simulations and direct measurement, Scouts view
lems human water useage has on terrestrial and aquatic wildlife.          damaging conditions of acidity in aquatic habitats. Scouts
With data and discussions in mind, Scouts develop and practice            describe acid rain, describe the effects of acid rain on aquatic
responsible water conservation behaviors.                                 life and generate and test hypotheses concerning effects of
materials: one water-use information sheet per scout, several             acid precipitation.
long sheets of butcher paper or newsprint, art materials, poster          materials: one cup of vinegar, two spray bottles, litmus paper
paints, vivid pastels or chalks                                           for testing acidity, two trays of bean seedlings grown in the
(A-175) indoor or outdoor activity                                        classroom (or bean sprouts purchased at a local grocery store)
                                                                          (A-133) indoor activity
Aqua Words (Grades 1-12)
                                                                          Deadly Waters (Grades 3-12)
Scouts brainstorm and list water words, make word trees
                                                                          Scouts will name and describe different sources of aquatic
with those words and write poetic statements about water.
                                                                          pollution. Scouts analyze the pollutants found in a hypothetical
This activity allows the Scouts to describe a variety of ways and
                                                                          river. Scouts graph the quantities of described pollutants
reasons why water is important to people and wildlife.
                                                                          and make recommendations about actions that could improve
materials: writing materials
                                                                          the habitat.
(A-I) indoor activity
                                                                          materials: 10 different colors of construction paper (2 sheets
                                                                          of each color), writing or graph paper, tape or glue, paper
Aquatic Roots (Grades 5-12)                                               punch, "Pollutant Information" sheets (one sheet per scout),
Scouts use reference materials and reinforce library skills to            114 teaspoon measuring spoon (if using paper punch tokens),
research various local aquatic plants and/or animals. Scouts will         1 tablespoon measuring spoon (if using 112-inch square tokens)
categorize local aquatic animals and/or aquatic plants as natives         (A-137) indoor activity
or exotics. Scouts will investigate the impacts of aquatic wildlife
and plants on people and other animals.
                                                                          Designing A Habitat (Grades 4-12)
materials: world map, yarn, paper, reference materials, list of
                                                                          Scouts will design a habitat suitable for aquatic wildlife to
local exotic plants and animals, encyclopedias, reference books
                                                                          survive in a zoo or an aquarium. Scouts will identifY the
Note: local fish and wildlife agencies, nature societies, wildlife
                                                                          components of habitat that are essential for most aquatic
organizations and garden clubs can assist in developing list.
                                                                          animals to survive.
(A-93) indoor activity
                                                                          materials: 3-by 5-inch index cards, art supplies, writing materi-
                                                                          als, paper mache, modeling clay, gallon jars, string, cardboard,
Aquatic Times (Grades 1-12)                                               cardboard boxes. (Boxes can be used as frames for models.)
Scouts investigate, write and produce a newspaper that features           (A -19) indoor activity
aquatic information and issues. Scouts will use the simulated
newspaper to identifY a diversity of issues related to aquatic
                                                                          Dragonfly Pond (Grades 4-12)
organisms and habitats, and develop their own opinions con-
                                                                          Scouts create a collage of human land-use activities around an
cerning some current aquatic wildlife and habitat issues.
                                                                          image of a pond. Scouts evaluate the effects of different kinds of
materials: library resources, current nature magazines (e.g.
                                                                          land use on wetland habitats and discuss and evaluate lifestyle
Wildlife in North Carolina, Ranger Rick, National Geographic),
                                                                          changes to minimize damaging effects on wetlands.
writing materials
                                                                          materials: You will need all supplies listed below for every 3
Optional: typewriters, cameras, tape recorders, computers
                                                                          scouts: scissors, masking tape, paste or glue, paper, one set of
(A -117) indoor activity
                                                                          "Land-use cutouts," one "Dragonfly Pond" cutout, a large piece
                                                                          of paper (measuring 18 by 24) upon which to fasten the cutouts
Are You Me? (Grades K-2)                                                  (A-143) indoor activity
Scouts use picture cards and match pairs of juvenile and adult
aquatic animals. Scouts will be able to recognize various young
stages of aquatic animals and match them with corresponding
adult stages.
materials: cardboard for making picture cards, marking pens,
colored pencils or crayons
(A-13) indoor activity
Fashion A Fish (Grades K-12)
Scouts design a variety of fish adapted for various aquatic habi-
                                                                       •   Marsh Munchers (Grades 3-6)
                                                                           Scouts will be able to identifY a food web in a salt marsh. Scouts
tats. The created fish will allow Scouts to describe adaptations           use body movement and pantomime to simulate the feeding
of fish to their environments and interpret how specific adapta-           motions of marsh animals and to identifY their interconnected-
tions help fish survive in the aquatic habitat.                            ness in a food web.
materials: five cards for each adaptation from the provided mas-           materials: timer, construction paper for tokens in 5 colors: red,
ters (mouth, body, shape, coloration, reproduction), art materi-           blue, yellow, green, white, "Predator Feeding Behavior" cards,
als, paper.                                                                "Detritus Feeder" cards, one envelope or bag per scout
Note: Body, shape and coloration are the only cards needed for             Note: This activity is written for approximately 25 Scouts, 1/5
younger scouts.                                                            of the scouts will role-play predators and 4/5 of the scouts will
(A-81) indoor or outdoor activity                                          role-play detritus eaters.
                                                                           (A-53) indoor or outdoor activity
Fishy Who's Who (Grades 4-12)
Scouts make an inventory of fish habitats that exist in their local        Migration Headache (Grades 4-12)
area, obtain information about the various fish species that occur         Scouts role play migrating water birds traveling between nesting
in these habitats and locate the fish species on a map according           habitats and wintering grounds. Scouts determine the hazards
to where the fish occur. Scouts will recognize and identifY the            in nesting and wintering habitat areas. Scouts list limiting fac-
major species of freshwater and/or saltwater fish species.                 tors affecting populations of migrating water birds, predict the
materials: local maps of waterways and watersheds, writing                 effects of such limiting factors and describe the effects of habitat
materials, newsprint, art materials                                        loss and degradation on populations of migrating water birds.
Optional: guest speaker to provide information about the                   materials: large playing area of gymnasium, 2 paper plates per 3
local area                                                                 scouts or use 12-inch squares of carpet samples
(A-79) indoor activity                                                     (A-87) indoor or outdoor activity

Hooks And Ladders (Grades 3-9)                                             Net Gain, Net Effect (Grades 3-6)
Scouts simulate salmon and the hazards faced by salmon in an               Scouts conduct a simulation to explore the evolution of fishing
active game simulating the salmon's life cycle. Scouts will recog-         and the effects of changing technology on fish populations.
nize that some fish species migrate as part of their life cycle,           Scouts describe the evolution of fishing from the techniques of
identifY the life cycle, including limiting factors, of one or more        early humans to contemporary times, and interpret the possible
fish species and generalize that limiting factors affect all popula-       effects of changes in technology on fish populations.
tions of animals.                                                          materials: nets of differing mesh size, onion bags, potato bags,
materials: large outdoor or indoor playing area (100 by 50 feet),          fruit bags or netting from hardware store, plain cloth fabric (i.e.
about 500 feet of rope or string, 6 traffic cones (rope and cones          muslin) for nets, variety of dried beans and grains (one pound
used for marking boundaries), masking tape (if playing indoors),           each oflima beans, pinto beans, black beans, lentils, rice), writ-
jump rope, 2 cardboard boxes, 100 tokens (use colored 3-by 5-              ing materials, 4 containers large and deep enough to hold 1/4 of
inch index cards or poker chips)                                           the beans and grains
(A-69) indoor or outdoor activity                                          (A -97) indoor or outdoor activity

Kelp Help (Grades 6-8)                                                     Plastic Jellyfish (Grades K-12)
Scouts use library skills to research kelp, to create a mural, and         Scouts monitor the plastic waste generated in their own house-
to report their findings to other Scouts. Scouts will be able to           holds; research effects of plastic waste on freshwater and
list and describe different ways that kelp can be beneficial to            saltwater life; and propose various ways to lessen the plastic
humans; wildlife and the environment.                                      waste problem.
materials: paper, pencils, art materials, standard library refer-          materials: nets of differing mesh size, onion bags, potato bags,
ence resources                                                             fruit bags or netting from hardware store, plain cloth fabric (i.e.
(A-45) indoor activity                                                     muslin) for nets, variety of dried beans and grains (one pound
                                                                           each oflima beans, pinto beans, black beans, lentils, rice), writ-
                                                                           ing materials, 4 containers large and deep enough to hold 114 of
Living Research: Aquatic Heroes And Heroines (Grades 7-12)
                                                                           the beans and grains
Scouts identifY people, through news media, current events,
                                                                           (A-159) indoor and outdoor activity
local newspapers or other means, who have made contributions
toward conserving or preserving aquatic environments. Scouts
describe their contributions by interviewing them, writing a
biography or an editorial.
materials: writing materials, envelopes, postage, telephone
Optional: tape recorder, video recorder, camera, film, dark-
(A-149) indoor and outdoor activity

Riparian Retreat (Grades 6-12)
Scouts create an awareness of a riparian zone through use of
                                                                         •   Water Plant Art (Grades K-12)
                                                                             Scouts will be able to identifY a variety of aquatic plants and to
guided imagery, field trip and/or art work. Scouts describe habi-            create artwork from pressed aquatic plants.
tat characteristics of riparian areas, identifY animals that inhabit         materials: seaweed, grasses or samples of other aquatic plants,
riparian areas and state the importance of riparian areas to                 shallow pan filled with fresh water, heavy and porous white
wildlife and humans.                                                         paper, wax paper, newspapers, several large heavy books, or
materials: art materials, water colors, acrylics, poster paints,             plant press if available, waterproof marking pen
crayons                                                                      Note: A guide to common aquatic plants would be helpful. The
(A-31) indoor or outdoor activity                                            Golden Press guides to pond life and seashores are suggested
                                                                             examples of available resources.
                                                                             (A-ll) indoor and outdoor activity
Something's Fishy Here! (Grades 2-8)
Scouts read a book or a story and create their own ending that
                                                                             Water We Eating? (Grades K-12)
would lead to environmental action in their community. Scouts
                                                                             Scouts visit a local supermarket or grocery store and compile a
identifY potential cause-and-effect relationships involving
                                                                             list of products that originate in aquatic habitats. Scouts
aquatic pollution. Scouts will: examine their attitudes regarding
                                                                             describe the importance of aquatic environments as food sources.
aquatic pollution; generate and evaluate alternative solutions to
                                                                             materials: transportation for a field trip to a local grocery store,
problems of aquatic pollution; and outline a plan to initiate
                                                                             writing materials, paper, clipboard, world map, magazines or
environmental action to reduce the negative consequences of
                                                                             newspapers if field trip is not possible
aquatic pollution in their communities.
                                                                             (A-I13) indoor activity
materials: one copy of the story for each scout, writing materials
(A -169) indoor activity
                                                                             Water Wings (Grades 5-9)
                                                                             Scouts illustrate the water cycle and describe the interrelation
Turtle Hurdles (Grades 4-12)                                                 of the world's waters. Scouts restate the importance of water to
Scouts become sea turtles or limiting factors in an active game.             people, plants and animals. This activity utilizes guided imagery,
Scouts will be able to describe the life cycle of sea turtles, identi-       artwork and poetry-writing skills.
fY specific mortality factors related to sea turtles, make infer-            materials: tape-recorded music of water sounds or "ecosystem"
ences about the effects oflimiting factors on sea turtle popula-             recordings of an aquatic habitat, art materials (water-based
tions and make recommendations for ways to minimize the fac-                 paints, brushes, paper, containers for the water, writing materials
tors that contribute to the possible extinction of sea turtles.              (A-3) indoor and outdoor activity
materials: large outdoor area or gymnasium, string or rope to
mark the playing area (approximately 500 feet), 4 traffic             Watered-Down History (Grades 4-8)
to mark corners, photocopied sets of "Turtle Cards" (about                   Scouts investigate the history of a chosen waterway through
1,500 cards per 30 Scouts), identity tag for each limiting factor,           standard reference sources as well as taped personal interviews
2 packets of3-by 5-iri-eh index cards for year tokens, container             and public records, where available. Scouts will display their
(e.g., wastebasket) for the mortality zone                                   findings on a mural.
(A-153) indoor or outdoor activity                                           materials: county, state and/or regional maps, names of agencies
                                                                             responsible for historical records, art materials
Water Canaries (Grades 4-12)                                                 Optional: names oflocal, older citizens who might be inter-
Scouts investigate a stream or pond using water sampling tech-               viewed and tape recorder
niques. From these samples, Scouts will be able to identifY sev-             (A-I09) indoor (optional outdoor) activity
eral aquatic organisms, and assess the relative environmental
quality of a stream or pond based on indicators of pH, water                 Watershed (Grades 4-12)
temperature, and the presence of a diversity of organisms.                   Scouts describe the characteristics of watersheds. Scouts measure
materials: reference books with taxonomic keys (e.g., 1be                    the area of a small watershed and calculate the amount of water
Golden Guide to Pond Life), sampling equipment, seine nets,                  it receives each year. Scouts discuss the varied roles watersheds
sieves, trays, assorted containers, white trays (plastic, Styrofoam,         play in human and wildlife habitats. In addition, Scouts give
porcelain), magnifYing lenses, eye droppers, forceps, water-                 examples of how watersheds can be conserved and protected.
quality test kit, thermometer, meter sticks, tape measure                    materials: 6 stakes or markers, hammer, two 50-foot measuring
(A -35) outdoor activity                                                     tapes, two 100-foot measuring tapes, writing materials, clip-
                                                                             boards, large pad of paper for display
                                                                             Note: Twine or heavy string can be marked at intervals and
                                                                             used instead of measuring tapes.
                                                                             (A-163) indoor and outdoor activity
Whale Of A Tail (Grades 2-8)
Scouts describe the sizes of different whales compared to their
own body size. Scouts compute, graph, measure and draw or
sculpt life-size replicas of whales.
materials: 1-inch grid paper (photocopied from provided mas-
ter), large sheets of paper (24-by 32-inch flip chart or butcher
paper), 200 to 300 feet of twine, writing materials, measuring
devices (meter sticks, yardsticks, tape measures), chalk, carpen-
ter's chalkline
(A-27) outdoor (optional indoor) activity

Where Does Water Go After School? (Grades 6-12)
Scouts describe relationships between precipitation, runoff and
aquatic habitats. Scouts measure and calculate the area of a large
outdoor site, i.e. schoolyard or parking lot; calculate the volume
and weight of water falling on the designated area; and deter-
mine specific and annual rainfall. Scouts will use the collected
data to trace the path of water runoff to aquatic habitats.
materials: writing materials, calculator, trundle wheel, meter or
yardsticks, long piece of twine, rain gauge, local rainfall data
(A-7S) indoor and outdoor activity

Where Have All The Salmon Gone? (Grades 6-12)
Scouts graph and interpret actual fish populations data in
relation to historical events. Scouts interpret and make infer-
ences about fluctuations in fish populations from actual data
and analyze the effects of human use and habitat changes
on a fish population.
materials: graph paper, copies of fish-catch data, information
about each fish species and historical information
(A-103) indoor activity

To top