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Introduction: This four week thematic unit on the wildlife of Arizona is designed with the intent that any fourth or fifth grade class in Arizona could learn a great deal of information about the wildlife all around them. This unit could benefit teachers in multicultural classrooms, as well as bilingual classrooms due to the large amounts of contextual support. Though there is a lot of information given, it is designed to be taught in an entertaining manner. The overall goal of this unit is for students for students to acquire a vast knowledge of Arizona Wildlife. This unit integrates Math, Science, Language, Music, and Art. It encompasses four weeks of 45 minute instructions per day.
 

One effective way in which student retain information is by writing their lessons in a journal. This journal will be provided for the students for them to keep all assignments, vocabulary, and any feedback that they may have.

 
Lesson One: Animals and Their Habitats.

Objectives: Students will be able to identify wildlife habitats and those particular to Arizona.

Strategies:
1. Introduce vocabulary; habitat, adaptation, climate, omnivore, and diversity
2. Students will help read aloud the worksheet provided.
3.AudioVisuaI:Animals and Their Habitats slide set (allow 5min.)
4. Assignment : "Wild Word Search" handout, to start in class.

Evaluation : The students will have written feedback in their journals, including vocabulary and definitions. The worksheets will be turned in for extra credit.

 
Lesson Two: Introduction to Wildlife

Objectives: Students will be able to gain a knowledge of what wildlife is, and that it is present in areas everywhere.

Strategies :

1. Introduce vocabulary; Wildlife, Exotic, Extinct, Extiripald, Protected, Vertebrate, Restricted and Nongame Wildlife, and Raptors.
2. Class discussion about the vocabulary
3. Students would then select an animal to relate to and study throughout the unit. They could pair up in groups at this time for gathering the information for their projects that would be discussed at a later date.

Evaluation: Students will have written their vocabulary in their journals and begun brainstorming for their projects.
 

Lesson Three: What are Raptors

Objectives: Students will be able to identify raptors and those living in Arizona.

Strategies:
1. Introduce Vocabulary; incubation period, migrant, primary feathers, riparian, rodent, and species.
2. Have a guest speaker from Adobe Mountain come and speak with the class, maybe introduce a few baby birds that they take care of.

Evaluation : Students would write feedback and vocabulary in their journals.

Lesson four: Adaptation Artistry

Objectives: Students will be able to:
1 ) identify and describe the advantages of bird adaptations
2) evaluate the importance of adaptations to birds.

Strategies :
1. Students will be given handout for writing a short story.
2. They will design and create the imaginary birds based on worksheet.

Evaluation: Students will continue working on the short story. Students would continue with their stories. After a given time the students would watch "Birds in Arizona", an 18 min. video.

Lesson Six: Mammals

Objectives: The students will gain a greater knowledge of what mammals are and what differentiates them from other animals

Strategies:
1. Introduce vocabulary: Bobcat, Cottontail, Jackrabbit, Bighorn sheep, Elk Gray Fox, and Jaguar.
2. Visual Aides: These would include a variety of pictures for the class to identify.
3. Hand out the worksheet on mammals. They can work in pairs.

Evaluation: Have the students write their vocabulary in journals and work on crossword.

Lesson Seven: Introduction to Big Game Mammals

Objectives: To have students acquire knowledge of the larger and more popular mammals in Arizona.

Strategies:
1. Have the students divide up into pairs to research the animal they were assigned. This project will involve the animal's history, habitat, description of appearance, and what they eat.
2. The students will make posters and graphs for their presentations. This also incorporates Art and Math
Evaluation: The students will continue to work on their projects.
 
Lesson Eight : The students will continue to work in groups. They will have access to the library and several other resources. I would continue to walk around and assist them.

Lesson Nine: The students would give their five minute presentations for the first half of class. They would then be allowed to relax and watch "Discovering Arizona's Elk", (approx. 19 min.).
 
Lesson Ten : The students would give the other half of the presentations. After finishing all of the presentations, the students would be assigned a deer handout to be completed for points.

Lesson Eleven: Scavenger Hunt

Objectives: Student will be able to apply their knowledge in a hands on experience.

Strategies:
1. They will be given a selected route and paired up in groups.
2. After finding their items they will bring them back for the others to study.

Evaluation: They may take the items home to study.

Lesson Twelve : Coyote Stories

Objectives: Students will:
1 ) learn a cultural value of their classmates
2) They will learn the lesson in the story, and
3) They will be introduced to a variety of animals.

Strategies:
1. A parent will come in to tell a few coyote stories
2. The class will draw pictures of the stories
3. The students will discuss elements in the story , such as plot and characters

Evaluation: The students will ( take this knowledge home and share the stories with their family and friends.

Lesson Thirteen: What Bear Goes Where

Objectives: Students will be able to:
1) Identify three species of bears and their habitats and
2) generalize that animals are adapted in order to live where they do.

 Strategies:
1. Show students pictures of the three different kinds (species) of bears.
2. Show the bear's size and descriptions by using graphs and posters.
3. Have them identify habitat and discuss how the environment has changed how they adapted
4. If there is any time left, "Black Bear in the White Mountains" (13 min.).

Evaluation: Quiz them orally about the different bears information.

Lesson Fourteen: Tracking Animal Identities

Objectives: Students will be able to identify common animal tracks.

Strategies:
1. Take the students on a field trip to a nearby lake or forest area where there would be tracks
2. Divide into small groups to find tracks. Prepare them in advance to assist them in looking carefully and responsibly.
3. If students are advanced enough, try and go through the process of casting molds on a few of the tracks.

Evaluation: Have the students write a short story on the "tracks" with their new understanding.

Lesson Fifteen: Amphibians and Reptiles

Objectives: The students will understand what Amphibians and Reptiles are and , how they are different. They will be able to identify those living in Arizona.

Strategies:
1. Introduce vocabulary: Amphibians, Scales, tadpoles, Reptiles, and Cold blooded,
2. Learn the song " Bullfrogs and Butterflies ".

Evaluation: Have the students enter the vocabulary in their journals. They can even practice the song at home.

Lesson Sixteen: Fish

Objectives: To introduce students to a part of wildlife they may not be familiar with.

Strategies:
1. Introduce vocabulary
2. Audio Visual: "Threads of Life" (15 min.)
3. Discuss fish in the food chain.

Evaluation: Have them copy this easy poem for handwriting.

 
Counting rhyme

Because it bit my finger so. Which finger did it bite?

Objectives: The students will acquire knowledge about the endangered wildlife of Arizona

Strategies:
1. Introduce vocabulary: threatened, candidate species, Endangered Species Act
2. Introduce endangered wildlife: Jaguar, Mexican wolf, Spotted Owl, Apache Trout, Bald Eagle, Mount Graham Red Squirrel, Coyote, etc...
3. Audio Visual: Arizona's Threatened and Endangered Species Slide Set

Evaluation: Have the students continue reading about endangered species.

Lesson Eighteen: Thinking

Objectives: Students will be able to:

1 ) generate a list of activities done outside that are harmful to wildlife and the environment.;
2) discuss reasons these activities are inappropriate;
3) recommend alternative activities that are not harmful.

Strategies:
1. Students will help make a list of activities they think may be harmful. For example; picking up baby wild animals, carving initial in trees, using recreational vehicles over fragile environments, removing plants from environments, such as cactus. and so on.
2. Have students cut out pictures, or draw them of these activities, and then discuss why they might be harmful.

Evaluation: Have students write in their journals about their feelings concerning what is happening in those pictures and recommend alternative activities.

Lessons Nineteen and Twenty: Create pinatas of wildlife

Objectives: Students will learn how to create art that appreciates another culture.

Strategies :
1. Parents will help volunteer to teach the students how to make the pinatas.
2. They will select easy animals to create and have fun doing it.

Evaluation: Students will discuss what they most valued form this unit and what has impacted a change in their attitudes. They will turn in the journals for grading or points.

BIBLIOGRAPHY

l. Western Regional Environmental Education Council, Inc., copyright, 1992, Project Wild, Boulder, CO
2. Arizona Game and Fish, Education Branch ,Project Wild, ND., Phoenix, AZ
3. Barufaldi, Ladd, and Moses, Heath Science Teachers Resource Book, Lexington, Massachusetts, 1985.