Once you are certified in Project WILD (by attending a training that you can register for on the website linked above) you receive a fantastic telephone-book sized Curriculum Guide that is jam packed with life science lessons and activities that span PreK to 12th grade. There is an index by topic for quick reference. The lesson plans are so detailed and yet easy to read - they are organized with a clear objective, method, materials needed, background and procedure along with extensions, if needed. Every lesson has a little box detailing grade level, duration, group size and settings. There is really, something in there for everyone. I have used Project WILD as a part of a larger life science unit, along with the life science kits and sometimes, as a stand alone lesson for Earth Day.
One of the more popular and well known Project WILD activities is one called "Oh, Deer." I have always had great success with this game and especially the graphing extension! The kiddos really like it and it's a very visual and tangible demonstration of the cycle of habitat. (For the record, I'm almost always FOOD.)
Here are the directions. Now that the weather is nicer, it might be time for a little Oh, Deer!
Oh Deer! Game Directions
1. Mark two parallel lines on the ground 10 to 20 yards apart. Ask students to count off in fours. The ones become the “deer” and line up behind one line with their backs to the other students. The other students become habitat components necessary to survive (food, water, and shelter) and line up behind the other line with their backs to the “deer”.
2. Explain that the deer need to find food, water, and shelter in order to survive in their environment. If they do not then they will die.
3. In this activity when the “deer” is looking for food, it should clamp its hands over its stomach. When a “deer” is looking for water, it should put its hand over its mouth. When a “deer” is looking for shelter, it holds its hands together over its head.
4. A “deer” can choose to look for any one of its needs during each round of the activity. Emphasize that the “deer” cannot change what it is looking for during a round. It can only change what is looking for at the beginning of each round.
5. The other students are the food, water, and shelter. Students get to choose what they want to be at the beginning of the round. They show their choice in the same way as the “deer” have. Emphasize to these students that they cannot change what component they are during a round. They can only change at the beginning of each round.
6. The teacher should begin the first round by asking all students to make their signs—hand over stomach, mouth, or head. Emphasize that students should choose one of these symbols before turning around to face the other group.
7. When the students are ready tell them to “GO!”. At this time each “deer” and each “habitat component” turns to face the opposite group continuing to hold their sign clearly.
8. When the “deer” see the “habitat component” that matches what they need, they are to run to it. Each “deer” must hold the sign of what it is looking for until getting to the matching “habitat component.”
9. Once the “deer” find their correct component they should take it back to their line, and the “habitat component” becomes a “deer”. Any “deer” who fails to find its “habitat component” dies becomes a “habitat component” on the other side and becomes available as food, water, or shelter to the “deer” who are still alive.
10. “Habitat components” not taken by a “deer” continue to be “habitat components”.
11. The activity should consist of 12-15 rounds. The teacher records the number of “deer” at the beginning of the activity and at the end of each round so that students can graph the results in the classroom.
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