2. Project WILD is: An award-winning, interdisciplinary, conservation and environmental education program that emphasizes wildlife and its habitat. Project WILD is: An award-winning, interdisciplinary, conservation and environmental education program that emphasizes wildlife and its habitat.

3. To provide wildlife-based environmental education that fosters responsible actions towards wildlife and related natural resources. The Mission

4. To provide wildlife-based environmental education that fosters responsible actions towards wildlife and related natural resources. To assist learners of any age in developing awareness, knowledge, skills, and commitment that will result in informed decisions, responsible behavior, and constructive actions concerning wildlife and the environment. The Goal: The Mission

5. Teaches Kids How to Think, Not What to Think Not a “Wildlife” Program Can Be Used in a Variety of Contexts: Rural to Urban Works in Formal and Nonformal Settings Reputation for Balance and Breadth Teaches Kids How to Think, Not What to Think Not a “Wildlife” Program Can Be Used in a Variety of Contexts: Rural to Urban Works in Formal and Nonformal Settings Reputation for Balance and Breadth Is Not!!

6. An international network of students, educators, parents, community leaders, educational administrators, and representatives of resource agencies and conservation groups. A supplementary, interdisciplinary, instructional program for educators of students in kindergarten through high school. An international network of students, educators, parents, community leaders, educational administrators, and representatives of resource agencies and conservation groups. A supplementary, interdisciplinary, instructional program for educators of students in kindergarten through high school. Is!!

7. Ideal for integration into the teaching of science, social studies, language arts, math, art, physical education, health, music, and other curriculum areas. Appropriate for use by classroom teachers, as well as resource specialists, naturalists, rangers, scout and youth leaders, camp counselors, and other nonformal educators. A source of innovative techniques for teaching basic skills. Designed for diverse teaching and learning styles. Ideal for integration into the teaching of science, social studies, language arts, math, art, physical education, health, music, and other curriculum areas. Appropriate for use by classroom teachers, as well as resource specialists, naturalists, rangers, scout and youth leaders, camp counselors, and other nonformal educators. A source of innovative techniques for teaching basic skills. Designed for diverse teaching and learning styles.

8. Balanced and fair, neither pro nor con on value-sensitive issues. Concept-oriented. Effective for teaching problem solving and decision making. Extensively reviewed, tested, and evaluated. Praised by professional educators, wildlife biologists, parents, and students. Captivating education - its lively, hands-on instructional strategies make learning fun! Balanced and fair, neither pro nor con on value-sensitive issues. Concept-oriented. Effective for teaching problem solving and decision making. Extensively reviewed, tested, and evaluated. Praised by professional educators, wildlife biologists, parents, and students. Captivating education - its lively, hands-on instructional strategies make learning fun!

9. Organization of Material in the Project WILD Activity Guides

10. Activities found in this section are generally introductory lessons that focus on awareness. They help develop a basis of understanding for the characteristics of environments and how they function. Activities found in this section are generally introductory lessons that focus on awareness. They help develop a basis of understanding for the characteristics of environments and how they function. Section One: Ecological Knowledge

11. Wildlife Populations; characteristics and population dynamics Habitats, Ecosystems, and Niches; distribution and importance of these habitats Interdependence; commonalties and interactions among living things Changes and Adaptations; environmental changes and organism adaptations Biodiversity; types of biodiversity, human influence and the importance of habitat Wildlife Populations; characteristics and population dynamics Habitats, Ecosystems, and Niches; distribution and importance of these habitats Interdependence; commonalties and interactions among living things Changes and Adaptations; environmental changes and organism adaptations Biodiversity; types of biodiversity, human influence and the importance of habitat Section One; Areas of Study

12. Section Two; This section builds on and moves the students toward understanding. Students examine the way human cultures, economics and politics have affected people’s attitudes toward natural resources. This section builds on and moves the students toward understanding. Students examine the way human cultures, economics and politics have affected people’s attitudes toward natural resources. Social and Political Knowledge

13. Section Two; Areas of Study Cultural Perspectives; cultural development, expressions and appreciation of wildlife and natural resources Economic, Commercial, and Recreational Considerations Historical and Geographic Development; the development of society and commerce as related to natural resources Political and Legislative Frameworks; both domestic and international Cultural Perspectives; cultural development, expressions and appreciation of wildlife and natural resources Economic, Commercial, and Recreational Considerations Historical and Geographic Development; the development of society and commerce as related to natural resources Political and Legislative Frameworks; both domestic and international

14. Section Three: Activities found in this final section of the book are generally higher level lessons that take the students from understanding to action. The activities are designed to serve as a way for students to recognize, evaluate and make responsible choices in their own lives regarding natural resources while reflecting on the knowledge and skills they have acquired in earlier activities. Activities found in this final section of the book are generally higher level lessons that take the students from understanding to action. The activities are designed to serve as a way for students to recognize, evaluate and make responsible choices in their own lives regarding natural resources while reflecting on the knowledge and skills they have acquired in earlier activities. Sustaining Fish and Wildlife Populations

15. Attitudes and Awareness; including human perspectives and values Human Impacts; both positive and negative Issues and Trends; global perspectives, land use, consumptive and nonconsumptive uses of wildlife and wildlife populations Attitudes and Awareness; including human perspectives and values Human Impacts; both positive and negative Issues and Trends; global perspectives, land use, consumptive and nonconsumptive uses of wildlife and wildlife populations Section Three; Areas of Study

16. Wildlife Management; basic concepts related to management considerations and practices Responsible Action and Service; focusing on how students and others can take action on behalf of wildlife and the environment Wildlife Management; basic concepts related to management considerations and practices Responsible Action and Service; focusing on how students and others can take action on behalf of wildlife and the environment

17. Objectives Method Materials Background Sidebar - Grade Level - Subject Areas - Duration - Group Size - Setting - Framework Reference - Key Terms - Appendices Procedure Extension Evaluation Objectives Method Materials Background Sidebar - Grade Level - Subject Areas - Duration - Group Size - Setting - Framework Reference - Key Terms - Appendices Procedure Extension Evaluation Activity Components

18. Michigan Department of Natural Resources Michigan Alliance for Environmental and Outdoor Education (MAEOE) Michigan Chapter of the National Wild Turkey Federation Rocky Mountain Elk Foundation Michigan Department of Natural Resources Michigan Alliance for Environmental and Outdoor Education (MAEOE) Michigan Chapter of the National Wild Turkey Federation Rocky Mountain Elk Foundation

19. Important Documents Magna Carta Declaration of Independence

20. Michigan Project WILD Facilitator Handbook Raymond Rustem, State Coordinator Michigan Department of Natural Resources P.O. Box 30028 Lansing, MI 48909 517-373-2457 Fax: 517-373-1547 Rustemr@michigan.gov Revised: August 2008

24. Workshop fees are sent to MAEOE Forms and material requests sent to DNR

25. “For in the end, we will conserve only what we love, We will love only what we understand, and We understand only what we are taught” Baba Dioum Central African Naturalist “For in the end, we will conserve only what we love, We will love only what we understand, and We understand only what we are taught” Baba Dioum Central African Naturalist

26. www.michigan.gov Great Lakes, Great Times, Great Outdoors Thank you