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School District:Lemmon
Unit of Study Title:South Dakota Wildlife Resources
Grade Level:6-8
Time Frame:Two Weeks
Key Words:Naturalists, Stewardship, Extinct, Threatened Species, U. S. Endangered Species Act
Unit Designer:Travis Isaacs
Unit Designer
Date Added:6/12/2002 2:44:19 PM
Date Last Revised:6/13/2002 11:56:49 AM
Topic Area:Science
Peer Reviewer:Phil McNally
Peer Reviewer

Brief Summary of Unit: In this unit students will explore the vast variety of wildlife species in South Dakota. Students will also expand their knowledge of the different habitats in which wildlife exist in and explore issues involving endangered and threatened wildlife species. Students will utilize the and the Internet in general as a key resource.
Students will Understand: The students will understand the beneficial effect of wildlife and nature on people’s well being. (Aesthetic)
The students will understand particulars about the wildlife species explored in class.
The students will understand the symbiotic relationship between wildlife and other living organisms found in their habitats.

Link to Standards #1

Students will describe structures and attributes of living things, processes of life, and interaction of living things with each other and the environment.

Indicator:Goal 3 Indicators:
1. Understand the fundamental structures, functions, and mechanisms found in living things.
2. Analyze various patterns and products of natural and induced biological change.
3. Analyze how organisms are linked to one another and the environment
Benchmark(s):Indicator 1 Benchmarks:
a. Explain relationships between structure and function at various levels in organisms.
b. Explain the relationship for classification of an organism.

Indicator 2 Benchmarks:
a. Describe the transmission of traits in organisms.
b. Describe factors that impact species and/or population changes.

Indicator 3 Benchmarks:
a. Explain the impact of energy being transferred and transformed within and between living things.
b. Explain the structure of various ecosystems and related subsystems.
c. Explain how environmental factors affect all living things.
Other Content Standards:South Dakota Agricultural/Agriscience Education Curriculum Standards
1. Illustrate predator and prey population
2. Identify fur wildlife species
3. Identify species of fish
4. Identify game birds/non-game birds/waterfowl
5. Define endangered and threatened species
6. Evaluate food sources of wildlife
7. Create a food web
8. Take random population sample of wildlife
9. Identify fur wildlife habitats
10. Identify plant growth problems in ponds
11. Plan fish habitat improvements

Other Components
Essential Questions to Guide this Unit and Focus Teaching and Learning: What species of wildlife inhabit South Dakota?
How can humans benefit from conscientious wildlife/habitat management?
Where in South Dakota is each species of wildlife found?
Key Knowledge and Skills Students will Acquire: Students will be able to identify numerous wildlife species living in South Dakota.
Students will gain appreciation for the symbiotic relationships between wildlife and other living organisms found in their habitats.
Students will sharpen their discussion, debate, research, and word processing skills.
Students will develop a working use of the vocabulary used in this lesson.
Assessment Plan: Assessment of student achievement will be based on:
· completeness and correctness of answers on job sheets
· completion of an internet research project on a South Dakota species of wildlife
· presentation or report on their research project (presented to class or in interview with teacher)

Grading will be determined using the following rating scale cited from:
Learning Activities: The students will explore the species of wildlife in South Dakota exclusively on The Natural Source web site:
The students will explore selected AgEdNet Lessons (Understanding the Value of Wildlife, What is an Endangered Species, Understanding Wildlife Habitat, Saving America’s Endangered Fish, Causes of Animal Wildlife Population Losses) on the Internet:
The students will experience a self-directed PowerPoint presentation on the subject matter not specifically covered by AgEdNet and The Natural Source Internet sources.
Notes:This module will work best with 2-3 students using at least 2 computers. Internet access is a necessity, however a hardcopy of materials should be on hand due to the inevitable network troubles.
Field trips to Bear Country USA or local fish hatcheries would complement this module.
Internet Resource Link:

Adapted from the the work of Jay McTighe and Grant Wiggins. Understanding by
Design. Association for Supervision and Curriculum Development. Alexandria, VA. 1998.

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