Appendices

Return to Curriculum Table of Contents

Adapted Curricula

Teach About Geese:
U.S. Fish and Wildlife Service
Office of Public Use and Information
Environmental Education
1011 Tudor Road
Anchorage, Alaska 99503

Project WILD and Aquatic Project Wild
Western Regional Environmental Education Council
P.O. Box 18960
Boulder, CO 80308-8060

Alaska Wetlands, and Wildlife
Alaska Department of Fish and Game
Division of Wildlife Conservation
P.O. Box 3-2000
Juneau, Alaska 99802-2000

Issue Pac
“Hunting and Wildlife Management”
U. S. Fish and Wildlife Service

Shorebirds of the Pacific Flyway
U.S. Fish and Wildlife Service
Alaska Maritime National Wildlife Refuge
Homer, AK

Estuary Study Program
South Slough NERR
P.O. Box 5417
Charleston, OR 97420

Common Curriculum Goals

Taken from the Oregon Department of Education's Content and Perfrmance Standards from the science section, August, 1996.

The following is a list of several of the benchmark goals outlined by the State of Oregon's Department of Education and are from sections in “Life Science”, “Science and Technology”, and “Science in Personal and Social Perspectives”. These items are applicable to this curriculum and represent only some of the goals contained in the complete “Common Curriculum Goals” document for the State of Oregon.

Grades 4 and 5:

a-Describe how adaptations help an organism survive in its environment.

b-Describe characteristics of specific habitats and the organisms that live there.

c-Identify the factors that influence or change the balance of populations in their environment.

d-Describe a variety of approaches scientists employ in investigations, observations and methodology.

e-Understand the relationship that exists between science and technonlgy.

f-Apply the processes of technological design to solve new problems and meet new needs.

g-Summarize the characteristics and interaction of populations, resources and environments.

h-Describe the role of science and technology in local, national and global issues.

i-Describe how the daily choices of individuals, taken together, affect global resource cycles, ecosystems and natural resource supplies.

j-Relate how scientists participate in public affairs both as specialists and public citizens.

k-Ask questions and make predictions that are based on observations and can be explored through simple investigations.

l-Analyze, interpret and summarize data from investigations.

m-Report results through speaking, writing, graphs and charts.

Grades 6 thru 8:

A- Apply knowledge of specific cycles in the environment and within organisms.

B- Apply knowledge of the effects of environmental changes on populations.

C- Describe ways scientists differ in the phenomena they study and how they go about their investigations.

D- Understand the relationship that exists between science and technology.

E- Summarize the characteristics and interactions of populations, resources and environments.

F- Describe the role of science and technonlogy in local, national and global issues.

G- Describe how the daily choices of individuals, taken together, affect global resource cycles, ecosystems and natural resource supplies.

H- Relate how scientists participate in public affairs both as specialists and public citizens.

Alphabetical Listing of Activites

(next to the name of each of the activities are the letters that correspond to the Oregon Common Curriculum Goals above)

Adaptations (a)
A Day In My Life As A Black Brant (m)
Black Brant Poetry (m)
Black Brant Interrelationships (g, i, A, E, G)
Brant Video (h, i, j, F, G)
Map, Calendar, and Care Package
Migration Headache (c, B)
Migratory Mapping (d)
Mock Birding and Equipment Usage (d, e)
Oh, Brant! (c, B)
Other Ideas (m, H)
Report Writing (l, m, E, G, H)
Student Field Sheets (j, k, l, C, H)
Teacher's Field Trip Guide
Telecommunications in the Classroom (e, f, D)
Wetland Metaphors (b)
Wetland Reporting (b)

Activities By Subject

Science:

Language Arts:

Computer Science:

Mathematics:

Social Studies:

Physical Education:

Physics:

Acknowledgements:

The International Black Brant Goose Monitoring Project Curriculum was developed at the South Slough National Estuarine Research Reserve in Charelston, OR with funding provided by the U.S. Fish and Wildlife Service of Anchorage, AK.

Many individuals are greatly appreciated for their time and effort in supporting the activities that led to completion of this curruculum:

Project Coordinators: Nina Garfield, Mike Graybill, Tom Gaskill, Glen Alexander, Amy Bohnenstiehl, Sue Schulmeister, Brenda Eliason, Laura Martinez

Curriculum Development Coordinator: Amy Bohnenstiehl

Web site development and telecomputing support: Ken Russell

Thanks to the following people for their support in the production, time, interest or review of the curriculum and the brant care package:

Steve Rumrill, Craig Cornu, Jamie Ferraday, Fred Eschler, Dave Ward, Jane Baccheiri, Carolyn Russell, Nate Damewood, Roy Lowe, Dave Pitkin, Jeff Temple, Celeste Carlisle, Cathy Rezabek, Deb Cooley, Maya Graphic Design, Chris Dau, Tom Wells, Carolyn Henriksen, Ann Long-Marineau, Alejandro Gerardo, Gabriel Osegueda, Carlos Campos, Mary Schultz

Cover Artwork and illustrations by:

HOME | MONITORS | LOG | EXHIBITS
Return to Curriculum Table of Contents