Project WILD Aquatic

Project WILD is a Kindergarten through 12th grade environmental and conservation education program emphasizing awareness, appreciation and understanding of wildlife and natural resources. It is interdisciplinary and supplementary and can be used to teach basic skills in science, social studies, language arts, math, art, music and physical education. Texas Parks and Wildlife Department sponsors a suite of Project WILD programs, each offering a special iteration of this outstanding, hands-on approach to learning. Free or low-cost workshops model activities and participants recieve the guide and Texas-specific adaptations and resources. Check our schedule of current workshop listing on the TPWD web site.

Project WILD Brochure

Project WILD Aquatic Activity Descriptions

The activities within each section are in order of complexity, moving the student from basic conceptual understanding to application. The activities are organized by Ecological Knowledge, Social and Political Knowledge, and Sustaining Fish and Wildlife Resources.

Section One - Ecological Knowledge

Activities found in this section are generally introductory lessons that focus on awareness.

Wildlife Populations-addresses characteristics and population dynamics.

1. Are You Me? - Using picture cards students match pairs of juvenile and adult aquatic animals. Upon completion students recognize various adult and juvenile stages of aquatic animals; and define metamorphosis. Requires Are You Me cards and art supplies. Page 2.

2. Fishy Who’s Who – Students complete an inventory of fish habitats that exist in their area; obtain information about the various fish species that occur in their area; and locate the fish species on a map. Upon completion students recognize and identify the major species of fish in their area; describe various values of fish in some aquatic communities; and locate places where fish species occur. Requires paper; pencils; large piece of paper for wall map; map of the state; overhead projector; art supplies; colored string or yarn; thumbtacks or pushpins. Page 8.

3. Whale of a Tail – Students use computational, graphing and measuring techniques to draw or sculpture live-size replicas of whales. Upon completion students describe the sizes of different whales compared to their own body sizes. Requires one-inch grid paper; large sheets of paper; tape measures; writing materials; meter sticks or yardsticks.; sidewalk chalk; and carpenter’s chalk line. Page 10.

4. Migration Headache – Students portray migrating water birds traveling between nesting habitats and wintering grounds. Students list limiting factors affecting habitats and populations of migrating water birds; predict the effects of such limiting factors; describe the effects of habitat loss and degradation; and make inferences about the importance of suitable habitat. Page 15.

Habitats, Ecosystems, and Niches - addresses characteristics and population dynamics.

5. Designing a Habitat – Students design a habitat suitable for aquatic wildlife to survive in a zoo or an aquarium. Upon completion students identify the components of habitat that are essential for most aquatic animals to survive. Requires 3X5 cards; art supplies; writing materials; papier-mâché; modeling clay; gallon jars; string; cardboard; and cardboard boxes. Page 19.

6. Where Does Water Run? – Students measure and calculate the area of a study site; calculate the volume and weight of water falling on that site; determine specific and annual rainfall and runoff; and trace the course of water to aquatic habitats. Upon completion students describe relationships between precipitation, runoff and aquatic habitats. Requires writing materials; meter or yardsticks; long piece of twine with marks every yard or meter; rain gauge; and local rainfall data. Calculators and trundle wheel are optional. Page 21.

7. Water Canaries – Students investigate a stream or pond using sampling techniques. Upon completion students identify several aquatic organisms; and asses the relative environmental quality of a stream or pond based on indicators of pH, water temperature and the presence of a diversity of organisms. Requires identification books; student worksheets; sampling equipment, such as seine nets, sieve, trays, assorted container and white trays; magnifying lenses; eyedroppers and forceps; water quality test kits; thermometer; meter sticks or tape measures. Page 24.

Interdependence –addresses commonalties and interactions among living things.

8. Aqua Words – Students brainstorm water words; make word trees with those words; and write poetic statements about water. Students describe a variety of ways and reasons why water is important to people and wildlife. Requires writing materials. Page 29.

9. Water Plant Art – Students create artwork showing aquatic habitats from their drawings and pressed aquatic plants. Upon completion students identify aquatic plants as an important component in aquatic habitats and for aquatic wildlife. Page 31.

10. March Munchers – Students use body movement and pantomime to simulate the feeding motions of marsh animals. Upon completion students identify components of a food web in a salt march; and identify their interconnectedness in the food web. Requires timer; construction paper for tokens; predator feeding behavior cards; detritus eater cards; and one envelope per student. Page 34.

11. Wetland Metaphors – Students are presented with a selection of objects for investigation as metaphors for the natural functions of wetlands. Upon completion students describe the characteristics of wetlands and evaluate the importance of wetlands to wildlife and people. Requires a large pillowcase or box; sponge; small pillow; soap; eggbeater or mixer; small doll cradle; sieve or strainer; paper coffee filter; antacid tablets; small box of cereal; 3X5 cards with pictures that could be used to show other wetland metaphors. Page 39.

12. Hooks and Ladders – Students simulate Pacific salmon and the hazards faced by salmon in an activity portraying the life cycle of these aquatic creatures. Upon completion students describe how fish migrate; identify states of the life cycle of salmon; describe limiting factors affecting Pacific salmon; and generalize that limiting factors affect all populations of animals. Page 43.

13. Micro Odyssey – Students examine, draw, paint and identify microorganisms in pond water. Upon completion students identify forms of microscopic life that live in water and describe how various aquatic organisms relate to one another. Requires pond water; hand lenses; magnifiers; nets; microscopes; slides; cover slips; eyedroppers; writing materials; identification guides; art supplies; paints; poster board or easel paper; and tape. Page 49.

14. Blue Ribbon Niche – Students create a variety of representations of wildlife that can be found in riparian areas. Upon completion students identify different riparian organisms; describe the ecological role of some riparian organisms; describe basic characteristics of riparian zones; and evaluate potential positive and negative effects from changes in riparian zones. Page 52.

Changes and Adaptations – addresses environmental changes and organism adaptations.

15. Fashion a Fish – Students design a fish adapted for various aquatic habitats. Upon completion students describe adaptations of fish to their environments; describe how adaptations help fish survive; and interpret the importance of adaptations to animals. Requires body shape, coloration, reproduction, and mouth card set for each group of students. Page 56.

16. Sockeye Scents – Students participate in map and simulation exercises that help them understand the migration of the sockeye salmon. Upon completion students trace and label sockeye salmon migration routes; describe one theory about how salmon find their birth stream; and explain how adaptations enable some species to survive and maintain their populations. Requires map of the Columbia River in Oregon; 40 paper cups; paper towels; 40 rubber bands; 25 to 75 yards of blue ribbon or chalk; and four samples of scents. Page 61.

17. Pond Succession – Students create murals showing three major stages of pond succession. Upon completion students recognize that natural environments are involved in a process of continual change; discuss the concept of succession; and apply understanding of succession by drawing a series of pictures showing stages of pond succession. Page 66.

18. Eat and Glow – Students conduct an experiment using Daphnia and brine shrimp to demonstrate adaptations to environmental change by organisms. Upon completion students observe, demonstrate and describe how life forms are affected by changes in the habitats; how different species differ in their ability to adjust to changes; and how isolated ecosystems are more vulnerable to environmental changes. Page 69.

Biodiversity – addresses types of biodiversity, human influence and the importance of habitat.

19. The Edge of Home – Students explore the concept of ecotones by visiting places where habitats overlap. Upon completion students identify the characteristics of ecotones, or transitional zones, between two wildlife habitats. Requires pencils; paper; long rope or string for marking intervals in one-foot segments; and clipboards. Page 75.

Section Two: Social and Political Knowledge

Cultural Perspectives – addresses cultural development, expressions and appreciation of wildlife and natural resources.

20. Mermaids and Manatees – Students describe aquatic animals using a narrative style of writing that in turn is the basis for a drawing or painting done by other students. Upon completion students describe how imaginary creatures may be inspired by actual animals; distinguish between mythical and actual aquatic wildlife; and give examples of how wildlife can inspire myth and art. Requires library resources; art materials; photos of a variety or real aquatic animals. Page 80.

Economic, Commercial, and Recreational Considerations

21. Water We Eating? – Students visit a local supermarket and compile a list of products that originate in aquatic habitats. Upon completion students identify foods derived from aquatic resources and their geographic origins; and describe the importance of aquatic environments as food sources. Requires writing materials; a world map; magazines or newspapers. Page 83.

22. Net Gain, Net Effect – Students conduct a simulation to explore the evolution of fishing and the effects of changing technology on fish populations. Upon completion students describe the evolution of fishing techniques; and interpret the changes in technology on fish populations. Requires nets of different mesh sizes; onion bags, potato bags, fruit bags, or netting from a hardware store; one pound each of lima beans, rice, pinto beans, black beans, lentils, rice; writing material; four large containers deep enough to hold ¼ of the beans and grains. Page 85.

Historical and Geographic Development – addresses the development of society and commerce as related to natural resources.

23. Watered Down History – Students investigate the history of a chosen waterway through research methods, a taped personal interview and public records; and then display their findings on a mural. Upon completion students describe human, plant and animal life associated with waterways; predict the future of a waterway; and analyze cause-and-effect relationships between events affecting the waterway. Requires county, city or regional maps; names of agencies responsible for historic records; art material. The name of a person to interview is optional. Page 91.

Political and Legislative Frameworks – addresses both international and domestic issues.

24. When a Whale is Right – Students hold a hypothetical meeting of the International Whaling Commission. Upon completion students describe general characteristics and status of whales; recognize that international alliances affect wildlife; and evaluate the possible impact of wildlife issues on alliances and other relationships between and among nations. Requires writing materials and research materials. Page 94.

25. Sea Turtle International – Students portray the political interactions of citizens from different countries who have a variety of perspectives on the conservation of wildlife and habitat. Upon completion students analyze the policies and philosophies that countries have relating to wildlife; explain the importance of international agreements and organizations that manage species that cross national boundaries; and define the difference between ownership of land and ownership of wildlife. Requires scenario cards. Page 98.

Section Three: Sustaining Fish and Wildlife Resources

Attitudes and Awareness – includes human perspectives and values.

26. Water Wings – Students visualize a simulated field trip and then create artwork and poetry. Upon completion students illustrate the water cycle; describe how the worlds waters are related; and state the importance of water to people, plants and animals. Requires tape recorder and tape of water sounds; water colors; brushes; writing materials. 110.

27. Puddle Wonders! – Students observe water that accumulates in a puddle; measure the depth of the puddle, the area and the volume. Upon completion students predict where puddles will form and how they will change; observe and describe organisms that live in or near puddles; measure and record the amount of water in a puddle; and make inferences about what types of organisms occupy puddles. Requires pencils; data sheets; measuring instruments; and string. Page 114.

28. Riparian Retreat – Awareness of a riparian zone is created through the use of a simulated field trip and artwork. Upon completion students describe habitat characteristics of riparian zones; identify animals that inhabit them; and state the importance of riparian areas to wildlife and humans. Requires art materials: water colors, acrylics, poster paint, and crayons. Page 118.

29. How Wet Is Our Planet? – Students calculate water volumes using percentages. Upon completion students describe the amount and distribution of water on earth; and make inferences about the importance of responsible water use. Requires world map; world globe; 5-10 gallon aquarium; writing materials; calculators; measuring cup; on-quart container and one measuring tablespoon for every three students. Page 121.

30. Facts and Falsehoods – Students analyze and evaluate print material according to criteria they establish for quality, balance and fairness, and then develop their own presentations using the same criteria. Requires a sample of printed materials; art supplies; poster paper; display boards. Page 124.

Human Impacts – includes both positive and negative ones.

31. Watershed – Students measure the area of a local watershed, calculate the amount of water it receives each year, and discuss the varied roles the watershed plays in human and animal lives. Upon completion students describe the characteristics of watersheds; discuss the role of watersheds as wildlife and human habitat; and give examples of watershed conservation. Requires six stakes or markers; hammer; measuring tapes; writing materials; clipboards; and easel paper. Page 128.

32. What’s in the Air – Through simulations and direct measurement the students experience differing conditions of acidity in aquatic habitats and explore the consequences of acidic conditions on aquatic life. Upon completion students describe acidic precipitation; generate and test hypothesis concerning effects of acidic precipitation; and make inferences about the potential effects of it on aquatic wildlife. Requires vinegar; graduate cylinders; pH test kit; six trays of grass seedlings in soil. Page 132.

33. Plastic Jellyfish – Students monitor the plastic waste production in their own households, research the effects of plastic waste on freshwater and marine life and propose various ways to lesson the problem. Upon completion students describe the potential effects of plastic waste on aquatic wildlife; and identify specific actions to remedy the problem. Requires plastic waste; a shallow tray or box for each group; soil; plastic bags; one tablespoon of tiny multicolored beads for each group; clock; and paper towels. Page 136.

34. What’s in the Water? – Students analyze the pollutants found in a hypothetical river. They graph the quantities of pollutants and make recommendations about actions that could be taken to improve the habitat. Upon completion students identify major sources of aquatic pollution; and make inferences about the potential effects of a variety of aquatic pollutants on wildlife and wildlife habitats. Requires nine different colors of construction paper; writing or graph paper; scotch tape or glue; paper punch; Pollution Information sheets; ¼ teaspoon; 1 tablespoon. Page 140.

35. Something’s Fishy Here? - Students read and discuss a story, inventing their own endings that lead to environmental action in their community. Upon completion students identify potential cause and effect relationships involving aquatic pollution; generate and evaluate alternative solutions to aquatic pollution; and outline a plan to reduce the consequences of possible aquatic pollution in their communities. Requires copies of page 148 and writing materials. Page 145.

36. The Glass Menagerie – Student observe and describe changes in physical characteristics of several different experimental aquatic habitats that they create. Upon completion students describe the characteristics of oligotrophic and eutrophic aquatic habitats, emphasizing the effects of nutrient loading. Requires 7 1-quart glass jars; masking tape; 1 gallon of distilled water; small bottle of house plant fertilizer; 1 gallon of recently gathered pond water; microscopes; soda straws; pond field identification guides. Page 152.

37. Water’s Going On? – Students estimate and calculate water consumption and then design and try ways to conserve water. Upon completion students record and interpret daily water consumption; and make recommendations as to how to conserve water. Requires chalkboard; paper and pencils; a variety of liquid measurement containers. Page 152.

38. Alice in Wonderland – Students use simulated field trip; lecture discussion; and student gathered material to explore water use and its effects on wildlife habitat. Upon completion students trace domestic to its sources prior to human use and to its destination after use; identify potential effects from human water use on terrestrial and aquatic wildlife; and develop and practice responsible water conservation behaviors. Requires 1 Water Consumption Card per student; sheets of paper for murals; and art supplies. Page 154.

Issues and Trends – includes global perspectives, land use, consumptive and non-consumptive uses of wildlife and wildlife and populations.

39. Turtle Hurdles – Students become sea turtles and limiting factors in a highly active simulation game. Upon completion students describe the life cycle of seas turtles; identify species mortality factors related to sea turtles; make inferences about the effects of limiting factors on sea turtle populations; and make recommendations to minimize the factors that might lead to the extinction of sea turtles. Requires rope or string; tow jump ropes or hula hoops; one plastic bag per student; identification cards; wooden clothes pins; poker chips; and dried beans. Page 158.

40. Aquatic Roots – Students use reference materials to research various local aquatic plants and/or animals to find out whether they are natives or exotics; and to investigate their impacts on people, other animals and the environment. Upon completion students trace the origins of various species of local aquatic animals and/or aquatic plants; categorize them into native and exotic species; and evaluate the appropriateness of introducing new species. Requires world map; yarn; paper; reference materials; and a list of native and non-native plants and animals. Page 163.

41. Where Have All the Salmon Gone? – Students graph and interpret actual fish population data in relation to historical events. Upon completion students interpret and make inferences about fish population fluctuations; and analyze the effects of human use and habitat changes on fish populations. Requires graph paper; copies of 168; and information about each fish species. Page 166.

42. To Dam or Not to Dam – Students portray individuals representing differing perspectives and concerns related to a complex issue. Upon completion students evaluate potential positive and negative effects from constructing a dam on a river. Requires role-playing cards on page 173. Page 170.

43. Aquatic Times – Students investigate, write and produce a newspaper that features aquatic information and issues. Upon completion students identify a diversity of issues relating to aquatic organisms and habitat; and develop their own opinions concerning some issues involving aquatic live and habitats. Requires aquatic resources; magazines; writing and art materials. Page 174.

Wildlife Management – addresses basic concepts related to management considerations and practices.

44. Silt: A Dirty Word - Students create a model to simulate changes to a stream and its water flow when silt and/or sand are added to the system. Upon completion students describe how sand and/or silt affects water flow; and identify human activities that add sand and silt to surface water. Requires for each group a clear plastic 1 gallon container; gravel to cover bottom of container; water to fill the container 1” from the top; 1 cup coarse sand; 1 cup silt; and three straws per person. Page 176.

45. Dam Design – Students design and draw a dam appropriate for salmon survival. Upon completion students identify problems experienced by salmon in migration; evaluate the social, political, economic and ethical consequences of a dam; identify mitigation projects that have and have not worked; and identify proposed strategies and technologies to address an environmental concern. Requires paper and drafting equipment for each group of students. Page 179.

Responsible Action and Service – focuses on how students and others can take action on behalf of wildlife and the environment.

46. Kelp Help – Students research kelp, create a mural and report to the class about their findings. Upon completion students list and describe different ways the kelp is beneficial to animals and humans. Requires writing materials, reference materials, and art supplies. Page 181.

47. Dragonfly Pond – Students create a collage of human land use activities around an image of a pond. Upon completion students evaluate the effects of different kinds of land use on wetland habitats; and discuss and evaluate lifestyles changes to minimize damaging effects on wetlands. Requires for each team scissors; masking tape; paper; 2 sets of Land Use Patterns; one Dragonfly Pond map; and a large piece of paper. Page 184.

49. Living Research: Aquatic Heroes and Heroines – Students identify people, through news media, personal contacts or other means, who have made contributions to conserving or preserving aquatic environments; research their contributions, including a personal interview; and then write a biography of the person. Requires writing materials; envelopes; postage stamps; telephone. Tape recorder, video recorder, camera, film and darkroom are optional. Page 190.