“AQUATIC WILD ON THE SPOT” DIRECTIONS

• Set up 5 to10 activity stations signs around the room or outdoors

• Divide teachers into groups of three.

• Each group starts at a station and each teacher in the group looks up one of the activities on the sign.

  • The group discusses which of the three activities on the sign might be the “best fit” to teach a lesson about the scenario. Select the activity that best fits the scenario. (More than one activity might work and or sections for a variety of activities).
  • Have them rotate through all of the stations.
  • Key- Odd scenario numbers – first lesson plan in the list is the best fit

Even scenario numbers- second lesson plan in the list is the best fit

Scenario 1: As aBoy Scout leader for a group of teenage boys, you want to prepare your scouts for college and professional jobs while helping them complete a merit badge. You want them to learn about the many wildlife conservation, management and advocacy jobs available. Find an Aquatic WILD activity that will help you achieve your goals?

Working with Wildlife (page 296)

A Whale of an Issue (page 141)

Conservation Messaging (page 289)

Scenario 2:At summer camp, you are in charge of teaching your campers to fish but you have never been fishing yourself. You turn to your Aquatic WILD guide looking for some help. What lesson plan would help you and the campers have a great time fishing?

Fishable Waters (page 232)

Gone Fishing (page 272)

Hooks and Ladders (page84)

Scenario 3: You have a field trip next week planned to a nature center that rests on the shore of your local river system where you will be doing a stream study. In preparation for the trip, you would like your students to get excited about learning about riparian organisms that live along the stream. Which activity would you use to accomplish this?

Blue-Ribbon Niche (page 94)

Riparian Retreat (page 175)

Dragonfly Pond (page 282)

Scenario 4: As an aquatic biologist with a local Adopt a River program, you have been asked to give a presentation on watersheds and water pollution to 8th graders at a local school. You have never taught middle school students before and do not want to give a boring speech. You remember a fun activity from the Aquatic WILD workshop that you recently attended that would be hands on and illustrate the topic well. What is the title of the lesson plan?

Alice in Waterland (page 223)

What’s in the Water? (page 206)

Plastic Voyages (page 189)

Scenario 5: You are a lst grade teacher tasked with the assignment of making sure your students understand the Michigan Science Standard 1-LS3-1 Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.You are tired of teaching your old lesson plan and want to find a new way to teach this concept. What hands-on activity in Aquatic WILD can you use?

Are You Me? (page 3)

Eat and Glow (page 112)

Mermaids and Manatees (page 124)

Scenario 6: You want to find a hands-on demonstration that illustrates how water is very important to life on Earth and connects us all. Which of the following activities best illustrates these concepts?

Aquatic Times (page 264)

Water Works (page 216)

Water We are Eating (page 128)

Scenario 7: The next lesson in the science book is about ecosystems and food webs. You would like to use a game to illustrate a food web so that the students will have fun while experience the interconnectedness of plants and animals within an ecosystem. Which Aquatic WILD activity would you use?

Marsh Munchers (page 75)

Designing a Habitat (page 34)

Micro Odyssey (page 91)

Scenario 8: The whole middle school is focusing on water and water as an important natural resource for Earth day. You are a math teacher and tasked with creating a math lesson plan around the topic. What activity could you use to accomplish your goal?

Where Have All the Salmon Gone? (page 254)

How Wet is Our Plant (page180)

What’s in the Air? (page 201)

Scenario 9: You are a natural resource professional who works for the city. You receive a call from a local teacher about the new dam that is being proposed to be built on the river that flows through your city. Members in the community are both for and against the project. The teacher asks you to come talk to her high school class about the issue. You chose to have the students’ role play different community members and their views so the students better understand the issue. What activity do you use to facilitate this?

To Dam or Not Dam (page 260)

Urban Waterway Checkup (page 54)

Watered-Down History (page 138)

Scenario 10: You work as an environmental educator at a nature center and are creating a program about the importance of wetlands. You turn to your Aquatic WILD book to find some hands on, creative ways to engage the audience in remembering your theme. What activity or activities do you find to help your accomplish your goal?

Migration Headache (page 18)

Wetland Metaphors(page 80)

Water Canaries (page 63)