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Wildlife Management Plan

Name of Corresponding Unit Plan: Interaction with Wildlife

Grade Level: 6-12

Common Core Standards
RH/S.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

WH/S.2 Write informative/explanatory texts.

WH/S.7 Conduct short research projects to answer a question, or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding fo the subject under investigation.

WH/S.7 Draw evidence from informational texts to support analysis, reflection, and research.

Content Areas: Science, Reading, Writing

Recommended Length/Duration: 3-5 45-60 minute class periods + homework

Learning Goals: Students will use a variety of resources to gather information on a local animal. Students will become knowledgeable about the biology and issues related to the conservation of the animal they research. Students will summarize and analyze the information they have gathered to prepare a management plan to ensure the survival of the plant or animal they research.

Description/Sequence:

  1. Initiate the project by listing as many species of local wildlife as students can. These could be generated individually, in small groups, or as a whole class.
  2. Select a few of the animals on the class's list and discuss how they fit into the natural and manmade environment. Identify any issues that threaten their survival.
  3. Explain that each student will be asked to conduct a research project in which they will learn as much as they can about an animal and then produce a management plan for its continuing success.
  4. Review the Management Plan worksheet so that students will understand the information they will need to find and the form of the final Management Plan report.
  5. Review print and non-print resources available for research.
  6. Assign or have students choose animals to research. Encourage a variety of species.
  7. Provide time for research. Guide and clarify the research as needed.
  8. Have students present their findings. Discuss errors, oversights, or conflicts related to the proposed plans. Guiding questions might include:
    • Are there any facts that don't seem quite right?
    • Are there any issues related to conservation that have not been addressed?
    • Does the plan make sense? Would it work?
    • Does the conservation of this animal impact on any other animals?

Assessments: Use the report assessment rubric or a local assessment tool to evaluate and provide feedback on the product.

Materials/Resources: Wildlife Management Plan worksheets (pdf); access to library, internet, etc.

Special Considerations: This project could be organized as a group rather than an individual project.
Students with weak basic literacy skills or research skills may need additional scaffolding and guidance to complete the project.

Extensions: Students may be interested in reading actual management plans for a variety of endangered species.

Resources:

Lake Champlain Land Trust
http://www.lclt.org/index.php?option=com_content&view=frontpage&Itemid=1

Vermont's Wildlife Action Plan, Vermont Fish and Wildlife Department, November 2005
http://www.wildlifeactionplans.org/pdfs/action_plans/vt_action_plan.pdf