Wildlife key points
| Wildlife learning objectives | Standard of Learning |
1. Identify basic survival needs of both terrestrial and aquatic wildlife
(food, water, shelter, and reproductive cover); | LS 4,7
BIO 5 |
2. Identify common mammals, birds and fish and be able to associate
common mammals, birds and fish with their appropriate habitat(s); | LS 5, BIO 5,7 |
3. Identify various common signs of wildlife, such as scat, tracks, skulls
(using a skull key), antlers, birdcalls, scrapes, etc.; | LS 5, BIO 5,7 |
4. Use a field guide (i.e. understand how field guides are arranged by families
when looking for species with similar characteristics; understand how to
look for various field marks, and how to interpret range maps); | LS 5, BIO 7 |
5. Describe specific adaptations of terrestrial and aquatic wildlife to their
environment and their role in the ecosystem; | LS 7,8,9
BIO 5,9 |
| 6. Describe predator-prey relationships and identify examples. | LS 7,8,9,11,12
BIO 9 |
| 7. Understand the dynamics of basic food webs and cite examples. | LS 7,8,9
BIO 9 |
8. Identify limiting factors that affect wildlife population growth and identify
factors that can enhance population growth; | LS 6,7,8,9,11,
12,14;
BIO 9 |
| 9. Explain the concept of carrying capacity | LS 6,7,8,9,11,
12,14; BIO 9 |
10. Suggest ways that a given habitat (terrestrial OR aquatic) can be improved
for a common wildlife species; | LS 4,5,6,7,8,9,
10,11,12,14
BIO 1,79 |
11. Distinguish between a native plant and an invasive or exotic plant, as well
as native and exotic wildlife; | LS5
BIO 5,7,9 |
12. Recommend native plant species that provide high food value and cover
for wildlife in various common habitat settings (Examples: 1) what native
plants would you recommend in an urban setting to attract hummingbirds
and butterflies? 2) What plants would you add to a hedgerow in a rural area to
provide more food and cover for songbirds? 3) Name several native shrub
and tree species that provide good food and cover for both mammals and birds;
which of these would be more suitable in the Coastal Plain? in the Piedmont?
in the Mountains? 4) Name several common native warm-season grasses that
might be used instead of fescue in a pasture or hayfield; 5) what recommendations
would you make to replant a riparian zone?) | LS 4,5; BIO 3,5 |
13. Recognize the names of common exotic, non-native, invasive plants
that should not be used in wildlife plantings (such as Japanese
honeysuckle), and understand that even some plant species that are
commonly recommended must be used judiciously or they can become
invasive (such as Autumn olive and crown vetch); | LS 5,7,8,9
BIO 5,9 |
14. Describe the potential impact to an ecosystem by the introduction of a
non-native plant or animal species; | LS 4,5,6,7,8,9,
10, 11,12,14
BIO 9 |
15. Distinguish between a poor, good, better and best habitat (i.e. the student
should understand the characteristics that make up the best habitat, such
as food value, clumping, structure, edge effect, corridors, etc., and using
those characteristics should be able to compare/contrast one habitat with
another to determine which is more suitable for a general group of wildlife
species, such as songbirds, mammals, amphibians, fish, etc.); | LS 4,5,6,7,8,9,
10, 11,12,14
BIO 5,7,9 |
16. Evaluate the suitability of a given habitat for a designated wildlife species,
when given a description of that particular species' habitat needs; | LS 4,5,6,7,8,9,
10, 11,12,14
BIO 7,9 |
17. Understand general wildlife laws/regulations that govern what a person can
or cannot possess, collect or purchase (the student should be aware of the
most common types of permits that cover possession and collection); | ES 7 |
18. Describe major factors that contribute to the endangerment of species
(concepts such as habitat fragmentation, habitat loss, decline in water
quality, etc.) and the methods used to improve the populations of
threatened and endangered species; | PS 1; LS 6, 7,
8,9; BIO 5,7, 9
ES 7 |
19. Discuss various ways that the public and wildlife managers can help in the
protection, conservation, and management of wildlife populations and the
habitats they depend on | ES 1,2,3,7; PS
1; BIO 1,5,7,9
LS 4,5,6,7,8,9,
10,11,12,14 |
Wildlife Sample Questions
1. List five herbaceous (non-woody) plant species that provide browse for whitetail deer and other small mammal herbivores.
2. Identify each skin and indicate which scat, skull and track go with it. (Items on tables during testing.)
3. An environmental condition that has a detrimental effect on a species' population and can cause a decline in or an elimination of that population is called a
a. biotic niche
b. carrying capacity
c. life zone
d. limiting factor
4. __________________ are areas of continuous habitat that permit animals to travel securely from one habitat to another.
a. life zones
b. corridors
c. travel lanes
d. flyways
Answers
1. Greenbriar, Honeysuckle, Poison Ivy, Virginia Creeper, Forbs, Clover, etc. .
2. Specimen identification.
3. An environmental condition that has a detrimental effect on a species' population and can cause a decline in or an elimination of that population is called a limiting factor.
4. Corridors are areas of continuous habitat that permit animals to travel securely from one habitat to another.
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