E n ga g i ng Y outh
I n Th e O u t d oo rs
A H o w - T o C ha p t e r M a n u a l
T h e i z a a k wa lto n l e a g u e o f a m e r i c a
ENGAGING YOUTH
IN THE OUTDOORS
A HOW-TO CHAPTER MANUAL
© 2012 by The Izaak Walton League of America
All rights reserved. Printed in the United States of America. This manual may be reproduced in whole or in
part, by mimeograph or any other means, solely by the Izaak Walton League’s chapter, state, regional, and
national leadership only for the purpose of official League business.
This manual was produced by the IWLA Chapter Relations Department. For more information, contact
Izaak Walton League of America, Chapter Relations, 707 Conservation Lane, Gaithersburg, Maryland
20878-2983. Telephone: (800) IKE-LINE (453-5463), extension 236. E-mail: [email protected].
www.iwla.org
NOW
L E D G E M E N TTS
S
ACK
KN
WLEDGEMEN
IWLA National
Staff Contributors
IWLA
Staff
Earl
W.
Hower,
Director
of Chapter
Relations
David W. Hoskins, Executive
Director
Dawn
M.
Merritt,
Director
of
Communications
Anne F. MacGlashan, Director of Resources
Rebecca
Wader Director
Lase, Conservation
Earl
W. Hower,
of Chapter Education
Relations Associate
Debbie M. Veliz, Chapter Relations Coordinator
Education Contributors
David S. Wood, Environmental Educator and Educational Consultant
Additional
Margaret T.Contributions
Pennock, Environmental Educator and Educational Consultant
Scott R. Kovarovics, Conservation Director
Mary
H. Rubin,
Director
of Membership
Additional
IWLA
Staff and
Other Contributors
Leah
G.
Miller,
Director
of
Watershed
Programs
Scott R. Kovarovics, Conservation
Director
Michael
Lynch,
Director
FinanceDirector
Leah G. N.
Miller,
Clean
WaterofProgram
Cathy
S. Berger,
Director ofDirector
Administration
and Meetings
Mary H.
Rubin, Associate
of Development
Jason
A. Scibelli,
McGarvey,
Former IWLA
Editorial Director
Tara G.
Conservation
Coordinator
James
T.
“Jay”
Clark,
Former
IWLA
Creative
Director
John P. Pomeranz, Esq., Harmon, Curran,
Spielberg
and Eisenberg
Steve Moyer, Vice President for Governmental Affairs and
League
Leadership
Review
Committee
Volunteer
Operations,
Trout Unlimited
IWLA
Environmental
Education
Resource
Committee:
John P. Pomeranz, Esq., Harmon, Curran,
Spielberg
and Eisenberg
Jodi
L. Arndt, Committee
Chair Harrold, Allen and Dixon
Leo
P. Dombrowski
Esq., Wildman,
Leila M. Wiles, Committee Vice Chair
Elizabeth M. Roy, Committee Member
League Leadership Review Committee
Cherry S. Schwartz, Committee Member
Scott D. Meyer, National Vice President
Dr. Roger C. Sears, Vice Chair, Executive Board
Other Reviewers
Dawn A. Olson, Chair, Chapter Relations Sub-Committee,
Dr. Clifton A. Hatch, Educational Design Consultant
Executive
Ken
Finch, Board
Environmental Educator
Rick G. Sommer, Regional Governor Region VI
Marion
F. Striegel,
Division President,
Iowa Division
Editorial
Support/Layout
and Design
Gary
FormerDirector
President,
Minnesota Division
DawnM.
M.Schwartz,
Merritt, IWLA
of Communications
Leila
M. Wiles,
National
Director,
Maryland Division
Kathryn
M. Foltin,
Graphic
Designer
Cathy Miller Beers, Former Newsletter Editor, Havana, Illinois Chapter
Production Printing
Mercury, Rockville,
Editorial
Support Maryland
and Layout and Design
Carol R. Gardner
Note: Photos
courtesy of Corbis-Fotosearch (pages I-3 and IV-1), iStock (contents
Kathryn
M. Foltin
page, and pages I-9, and II-2), and the U.S. Fish and Wildlife Service (front and
Note:
Photographs
inI-1,
thisI-6,
manual
courtesy
of IWLA
staff,
chapters, in this
back covers,
and pages
II-3, III-10,
and III-12).
Other
photographs
Corbis-Fotosearch.
manual were supplied by IWLA staff, divisions, chapters, and members.
Izaak Walton League of America Endowment, Inc.
www.iwlaendowment.org
ThisIWLA
IWLAChapter
Manual was
The
made possible,
in part,
Manual
was made
with the in
support
of
possible,
part, with
andsupport
a generous
the
and grant
a
from the grant
Izaak from
Walton
generous
the
League
of America
Izaak
Walton
League of
Endowment.
America
Endowment.
ABOUT THIS MANUAL
This manual provides basic information on how to engage young people
of varying ages with the environment and in the outdoors. Designed for
volunteer members of the Izaak Walton League of America (IWLA) and
its network of local chapters, this manual is divided into four major parts,
called units. Each unit emphasizes important points proven to be valuable
in engaging young people in local League chapter youth activities and
connecting young people with conservation.
This manual provides information on environmental education theories and
processes. It also includes suggested activities to educate, encourage, and
engage youth and other resources available to help you better manage your
chapter’s local youth program.
Every interested chapter officer and volunteer leader should study this material
carefully. In addition, please be sure to share it with committee chairs and key
volunteers. The accompanying CD-ROM provides an easy way for you to print
and share sections of this manual with other officers and volunteers.
Note: Activities, projects, procedures, and techniques outlined in this manual
are intended as a guide and may require special abilities, technical knowledge,
or safety measures. Mention of these activities, projects, procedures, or techniques does not necessarily mean that they have been tested by the League’s
staff and does not constitute endorsement or verification by the IWLA.
The IWLA, its agents, officers, directors, and employees accept no responsibility for the results and disclaim all liability for any injuries or damages. It is up to
each chapter and state division to take whatever steps it deems necessary and
appropriate to comply with all applicable laws, regulations, and permits; protect
the natural environment; and ensure the safety of its members and guests.
Careful research and investigation has been done to trace the materials so
that proper copyright clearance could be made. In some cases, because of the
obscurity of the original author, no claimant has been found. Despite the efforts
made, if any copyright has been unknowingly infringed upon, we ask that the
IWLA be notified so that proper acknowledgments and permissions can be
obtained.
TA B L E
CONTENTS
OF
Table of Contents
CONTENTS
UNIT I INTRODUCTION TO YOUTH IN THE OUTDOORS
Environmental Education and the Izaak Walton League...............I-1
The League’s Role
Environmental Education Across America....................................I-3
Conservation Movement
Environmental Education Movement
Engage Youth in the Outdoors.......................................................I-6
Society’s Distractions
Nature Deficit Disorder
Age-by-Age Outdoor Education....................................................I-7
Pre-School
Kindergarten and Elementary School
Middle School
High School
Enjoying the Outdoors....................................................................I-9
UNIT II YOUTH ACTIVITIES
Suggested Youth Activity Lesson Plans.........................................II-1
Division of Activities
Structure of Lesson Plans
Additional Learning Objectives....................................................II-3
Additional Projects and Activities.................................................II-3
Soil: Youth Activity Lesson Plans ......................................... Tab-Soil
Additional Learning Objectives
Additional Projects and Activities
Air: Youth Activity Lesson Plans............................................Tab-Air
Additional Learning Objectives
Additional Projects and Activities
Woods: Youth Activity Lesson Plans.................................Tab-Woods
Additional Learning Objectives
Additional Projects and Activities
Waters: Youth Activity Lesson Plans................................ Tab-Waters
Additional Learning Objective
Additional Projects and Activities
E N G A G I N G Y O U T H I N T H E O U T D O O R S — A H O W- T O C H A P T E R M A N U A L | 2 0 1 2
CONTENTS
continued
Wildlife: Youth Activity Lesson Plans.............................Tab-Wildlife
Additional Learning Objectives
Additional Projects and Activities
UNIT III CHAPTER YOUTH PROGRAMS
Youth Programs............................................................................ III-1
A Focus on Activities
Young Ikes.................................................................................... III-2
Chapter Program ......................................................................... III-2
Objectives
Organization
Needs
Budget and Funding
Location and Dates
Insurance, Liability, and Safety
Volunteers.................................................................................... III-6
Recruiting Volunteers
Motivating Volunteers
Marketing and Media.................................................................. III-8
Youth Activities........................................................................... III-9
How to Use This Manual
How to Use the IWLA Chapter Manual
Youth and the League................................................................ III-10
League Membership
National Youth Convention
National Recognition Awards
Scholarships
UNIT IVRESOURCES
Government..................................................................................IV-1
Organizations................................................................................IV-3
Publications...................................................................................IV-5
Web Sites.......................................................................................IV-8
APPENDICES
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UNIT I:
INTRODUCTION TO YOUTH IN THE OUTDOORS
Introduction to Youth in the Outdoors
U NIT I:
Introduction to Youth in the outdoors
SUMMARY — Since the Izaak Walton League of America (IWLA) was
founded in 1922, environmental education has evolved and been made
available to numerous young Americans. However, many youth in this
country still lack access to conservation education and time spent in the
outdoors. It remains imperative that we provide young people with the
opportunity to better understand our environment through direct, positive
experiences with nature. This unit focuses on the history of our nation’s
conservation and environmental education movements, related educational
theories, and the need today to engage youth in the outdoors.
Environmental Education and the Izaak Walton League
The Izaak Walton League has always considered one of its most important
tasks to be educating young people about the importance of wise
environmental stewardship. Environmental education has never been more
needed than it is today, and the Izaak Walton League remains committed to
the job.
The Izaak Walton
League has always
considered one of
its most important
tasks to be educating
young people about
the importance of
wise environmental
stewardship.
The League’s Role
Dating back to its founding, the League’s mission statement includes a
commitment to “promote means and opportunities for the education of the
public with respect to our [natural] resources.”
In the organization’s early days, magazine editorials written by national
president Will Dilg and political cartoons and commentary by prominent
conservationist J. N. “Ding” Darling promoted the need to educate youth
and protect outdoor America for future generations. In 1924, the League
added to its national conservation platform, “That outdoor recreation as a
major part of the life, education, and spiritual development of the American
youth be nurtured.” That same year, League leaders added a “Mostly About
Boys” column to the organization’s monthly magazine to promote outdoor
activities for and adventures by America’s youth.
League leaders worked tirelessly to champion environmental education as
the foundation of the League’s success and to introduce conservation “into
the common school curriculum.” As the nation’s environmental education
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Dating back to its
founding, the League’s
mission statement
includes a commitment
to “promote means and
opportunities for the
education of the public
with respect to our
[natural] resources.”
I-1
movement developed, so did the League’s efforts to educate young people
and engage them in the outdoors. The League dedicated a large part of
the 1944 National Convention program to “the educational problem in
conservation.” The League launched a partnership with other interested
national organizations — from park executives to educators — to work on
the issue at a national level and formed a National Committee on Policies
in Conservation Education for that purpose. League leaders recognized that
educating students about conservation started with educating teachers and
that for students, “What is needed is conversation every semester — from
the time the young student is first able to grasp the meaning of the word
‘resources.’”
During the 1960s, the League’s Task Force on Young People worked to
connect the League with young Americans and further the conservation
education effort outside the classroom. This was followed with a Leaguesponsored Youth Conference in the 1970s to promote young people’s
involvement in conservation and environmental issues.
Working with other national and state conservation groups, the League
successfully persuaded Congress to pass the 1970 Environmental Education
Act — adding conservation education to public classrooms nationwide. That
work continues today at the state and local levels as League chapters and
state divisions work to expand environmental education requirements and
opportunities for students.
The League recognizes
how important youth
activities are to our
chapters and is working
with volunteer leaders
to further identify and
offer resources chapters
need to strengthen
chapter youth programs.
The League’s popular grassroots youth program, Uncle Ikes, was launched
in the 1980s and has been run successfully by many chapters, particularly
in Midwestern states, to engage youth and families in outdoor activities at
League chapters. Youth Conventions, held annually in conjunction with the
League’s National Convention since the 1990s, bring together young people
from across the country for outdoor education and recreation. It’s often the
highlight of the year for the youth — and the program leaders. League Youth
Convention attendees have grown up to become youth mentors and gone on
to pursue college degrees in environmental fields.
In the early 2000s, the League modified student memberships to include
discounted rates for youth ages 17 and under to encourage more youth
and families to become active in the League. The League encourages every
chapter to include youth and student memberships as part of the chapter
dues structure.
Today, as a member of the national Outdoors Alliance for Kids, the League
is working to significantly expand the number and quality of opportunities
for youth and families to connect with the outdoors. The League supports
the Healthy Kids Outdoors Act — legislation that promotes local, state,
I-2
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and federal strategies to connect youth and families with the natural world,
improve children’s health, and support future related economic growth and
conservation efforts.
The League recognizes how important youth activities are to our chapters
across the country. The League is working with volunteer leaders to further
identify and offer resources chapters need to strengthen chapter youth
programs, such as Young Ikes “fun sheets” (worksheets) and activity books,
chapter how-to manuals, and discounted materials and products from
outdoor sporting corporations.
Many conservation groups have come and gone since the League was
founded in 1922, but the Izaak Walton League continues to play an
important role in providing youth and adults with opportunities for positive
experiences in nature.
Time spent enjoying the outdoors, especially as a child, can lead to a
lifetime commitment to conserving an environment that is seen as beautiful,
essential, and fun. Izaak Walton League leaders are uniquely situated to play
a crucial role in inspiring the future conservationists needed to safeguard our
natural heritage for generations to come.
Environmental Education Across America
There are many historical aspects to our nation’s conservation and
environmental education movements, a few of which are noted here. Having
a better understanding of how these movements evolved will help League
members plan their efforts to educate future conservationists.
Conservation Movement
At the end of the 19th century, America’s natural resources were in trouble.
Forest, wetland, and wilderness areas were quickly disappearing. Uncontrolled
industrial discharges, raw sewage, and soil erosion threatened many of the
nation’s waterways. Iconic wildlife and fish species, once abundant across the
country, were in danger of extinction.
There are many
historical aspects to our
nation’s conservation and
environmental education
movements, and having
a better understanding
As industrialization of the country continued, some Americans recognized
that the natural resources being squandered might never be regained. And the
conservation movement was born.
of how these movements
Government intervention was the first critical step to stemming these losses.
At the urging of sportsmen and conservationists, President Theodore Roosevelt
established the first Federal Bird Reservation on Florida’s Pelican Island in
1903 — the first step in creating a National Wildlife Refuge System that would
efforts to educate future
E N G A G I N G Y O U T H I N T HE O U T DOORS — A HO W- T O CH A P T ER M A N U A L | 2 0 1 2
evolved will help League
members plan their
conservationists.
I-3
eventually safeguard more than 150 million acres of land and waters across the
country. Shortly after that, the U.S. Forest Service was formed in 1905 to manage
the country’s forest resources for the future and the National Park Service was set
up in 1916 to manage the growing number of national parks across the country in
an effective, coordinated way.
Nationwide, citizen conservationists and new grassroots organizations supported
these efforts and took on the cause to protect America’s natural resources. In 1922,
the Izaak Walton League joined the fight for wise environmental stewardship and
focused its early efforts on issues ranging from stream pollution and protecting
sport fish populations to wilderness conservation and refuge lands for waterfowl.
The 1930s saw the Dust Bowl years, and the nation became increasingly
concerned with soil and water conservation and the impact of man on the natural
world. The first Farm Bill was enacted in 1933 to help rural and farm communities
devastated by drought and the Depression and to help protect the country’s ability
to feed its people. The League followed its early victory with the Migratory Bird
Conservation Act by helping to pass federal legislation for a “duck stamp,” the
proceeds from which would help fund purchase of land for migratory waterfowl
refuges.
In 1937, the League-supported Federal Aid in Wildlife Restoration Act (also
known as the Pittman-Robertson Act for the legislation’s principal sponsors)
was passed by Congress and signed into law. The law redirected an excise tax on
firearms and ammunition to support state efforts to improve management and
restoration of wildlife.
Early successes
contributed to a shift
in public perception
of the federal
government’s role in
protecting the nation’s
natural resources —
and the impact the
American people could
have in directing such
protections.
I-4
Following on-the-ground successes funded by Pittman-Robertson, Congress passed
the similarly funded Federal Aid in Sport Fish Restoration Act (also known as the
Dingell-Johnson Act) in 1950 to aid state sport fish restoration projects. These two
federal laws have funded massive wildlife and fisheries habitat restoration efforts by
state fish and wildlife agencies that continue today and have realized benefits for
fish and wildlife, sportsmen, and all Americans who enjoy the outdoors.
These early successes contributed to a shift in public perception of the federal
government’s role in protecting the nation’s natural resources — and the impact
the American people could have in directing such protections. The League’s
decades-long battle for federal pollution legislation contributed to the passage of
the landmark Clean Water Act in 1972. The League launched similar efforts to
support passage of the Clean Air Act, including critical amendments to the Clean
Air Act in 1990.
As the country moved into the 21st century, key conservation issues included
energy development, agriculture, and clean water — all of which are focus areas
for the Izaak Walton League.
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Environmental Education Movement
At the beginning of the 20th century, the emphasis in environmental
education was on natural history — the study of individual plants and animals
— and it was usually called “nature education.” Land grant colleges, notably
Cornell University in Ithaca, New York, began to produce materials for rural
schools to use in incorporating nature education into their curricula. Since
the science of ecology was in its infancy, little attention was paid to ecological
connections among plants and animals or to the functioning of ecosystems as a
whole.
Youth organizations including the Boy Scouts of America, Girl Scouts of
America, and 4-H Clubs taught their members conservation principles and
provided opportunities to camp in and connect with the natural world.
Up until the 1960s, conservation leaders had primarily been naturalists and
sportsmen and women — people with a deep affection for the outdoors.
But then Rachel Carson’s Silent Spring appeared in 1962 and the decade
ended with the nation’s first Earth Day in 1970 and the creation of the
Environmental Protection Agency. Suddenly, people who had expressed
little interest in the natural world now were drawn to the environmental
cause because of their concern about water and air pollution, solid waste
disposal, recycling, and human impact on the climate — first acid rain,
then ozone depletion and later climate change. Although natural history
education certainly remained alive and well — especially at summer camps,
IWLA chapters, and other places where youth could spend time outside
— environmental education offered by schools and environmental groups
increasingly reflected these new concerns.
Today, the environmental education focus is more about sustainable
development — teaching people how to make positive changes in how they
live today for the benefit of future generations. This movement concerns itself
not only with ecology and the natural systems that sustain us but also with
human rights and social justice.
Environmental concerns have increased and diversified a great deal since the
League was founded in 1922 and new and varied environmental constituencies
have sprung up. However, one thing has not changed: It is still vital that
we provide young people with the opportunities to have direct, positive
experiences with nature. Kids can learn a lot in a classroom or watching an
educational television program, but nothing indoors can duplicate the unique
sights, sounds, and experiences that nature outdoors provides.
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Today, the
environmental
education focus is
more about sustainable
development —
teaching people how to
make positive changes
in how they live today
for the benefit of
future generations.
I-5
Engage Youth in the Outdoors
Today’s youth have less contact with the natural world than any previous
generation. In the past, children just naturally spent a lot of time outdoors,
creating their own games and projects that kept their minds and bodies
active. Organization, ideas, energy, and initiative provided by adults were
not required. Today, due to numerous factors, such free play outdoors has
become a thing of the past.
Society’s Distractions
With the advent of new technology and an increase in urban populations,
young people these days are most likely to be found in their free time glued
to a screen of some sort — a television, a computer, an iPhone — where the
flick of a finger brings fast and furious entertainment. They are less likely to
be roaming outdoors, inventing their own ways of entertaining themselves
and interacting with nature. Increasingly, young people’s days are filled with
activities that are sedentary, solitary, and pre-packaged. Stamina, creativity,
and initiative are not required.
Schools frequently provide outdoor play for their students, although even
this is usually structured and in man-made environments. In decades past,
many school districts had offered multi-day outings to primitive camps or
other outdoor facilities. Today, however, with state budget cuts and increased
emphasis on improving reading and mathematics skills, field trips to explore
nature are also dwindling.
Today’s youth have
less contact with the
natural world than any
previous generation.
This withdrawal from
the natural world has
become a cause for
concern.
One of the consequences of this new world has been documented by the
National Academy of Sciences, which found that visits to national parks
declined 23 percent from 1987 to 2006, recreational fishing declined by
25 percent from 1981 to 2005, and even hikes on the Appalachian Trail
declined 18 percent from 2000 to 2005. Similar declines in outdoor activities
were noted in other developed countries, such as Japan. The Academy traces
these trends, not surprisingly, to the explosive growth of time that people are
spending with the Internet, video games, and the other electronic marvels
that we see around us today.
Nature Deficit Disorder
This withdrawal from the natural world has become a cause for concern.
As recounted in the book Last Child in the Woods by Richard Louv, first
published in 2005, all this time planted on the sofa is leading to increased
obesity, diminished social interaction, and stunted development of the
creative spirit in our young people. It also is likely leading to increasing
disconnection with the natural world, which may impact how future
I-6
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generations care about it. Those who care about wildlife and wild places may
find themselves more and more isolated, and the cause of conservation may
suffer.
Ask any dedicated conservationist why he or she cares about conserving
nature, and you are likely to hear that the seeds of their dedication
germinated in their youth. They might have gone fishing or hiking with their
parents, camped with a Scout troop, or simply explored the neighborhood
woods, creeks, and fields with friends. They might also have explored natural
areas on school field trips guided by inspiring teachers. League chapters can
play a critical role in regaining such experiences for today’s youth.
The youngest children,
ages 2 to 4, are active
learners, using all their
senses and quickly
absorbing information
about the world around
Age-by-Age Outdoor Education
them.
Chapter-sponsored youth events can attract children of all ages. The
activities your chapter chooses to implement may vary according to the ages
of the participants — or the age group you want to actively recruit. The
simplest way to develop your chapter’s youth program may be to consider
activities according to the grade level of potential participants.
Pre-School
Even the youngest children, ages 2 to 4, are active learners, using all their
senses and quickly absorbing information about the world around them. It
is important for children this age to develop an appreciation for the joyful
aspects of nature and learn what it means to be an active, connected part
of the natural world. Early childhood development experts agree that a
simple, play-based approach works best with this age group, giving the youth
unstructured time to explore.
Kindergarten and Elementary School
With children ages 5 to 11, the most important aspect of outdoor education
is simply to provide positive, engaging experiences with nature. Facts
(meaning an exploration of science and other in-depth topics) are not as
important with this age group as they will be for older children. An emphasis
on serious environmental issues can actually be too scary for this age group
and give kids a feeling of helplessness.
With children ages 5 to
11, the most important
aspect of outdoor
education is simply
to provide positive,
engaging experiences
with nature.
Consider Rachel Carson’s thoughts from her book, A Sense of Wonder:
“I sincerely believe that for the child, and for the parent seeking to guide
him, it is not half so important to know as to feel. If facts are the seeds
that later produce knowledge and wisdom, then the emotions and the
impressions of the senses are the fertile soil in which the seeds must grow.
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I-7
Middle schoolers
begin to develop
the ability to absorb
more complex
information and to
think abstractly. Their
interest in important
issues confronting the
world and how they
might help solve them
increases.
High school students
are the most capable
of absorbing complex
information and
thinking abstractly.
With them, it is
often important to
tie environmental
education to their
immediate interests.
I-8
The years of early childhood are the time to prepare the soil. Once the
emotions have been aroused — a sense of the beautiful, the excitement
of the new and the unknown, a feeling of sympathy, pity, admiration, or
love — then we wish for knowledge about the object of our emotional
response. Once found, it has lasting meaning. It is more important to
pave the way for the child to want to know than to put him on a diet of
facts he is not ready to assimilate.”
Therefore, the goal is to build a love of the outdoors, which will then lead to
an interest in conserving it.
Middle School
As children enter middle school, around the age of 12, they begin to
develop the ability to absorb more complex information and to think
abstractly. Their interest in important issues confronting the world and
how they might help solve them increases. Compared as a group with
younger kids, middle school students are less apt to play imaginary games
outdoors and to be unrestrained naturalists. (This age group tends to be
self-conscious.) Instead, middle schoolers are increasingly preoccupied
with their physical and ethical development. They spend time thinking
about what they believe, what they stand for, and what they care about.
They become committed to thinking for themselves.
Middle schoolers, therefore, are ready to hear about environmental issues
and to consider what they might do to address them. It is essential at
this time to give the children hope that we can successfully address our
environmental problems, as daunting as many of them are. Many will just
want to give up and resist learning about the environmental issues if they
feel the situation is hopeless. The goal is not only to help children acquire
essential environmental knowledge but also to empower them so they
realize they can successfully bring about positive change. It helps a great
deal if the youth leader can be positive, optimistic, and have a sense of
humor.
High School
High school students are the most capable of absorbing complex information
and thinking abstractly. It can be a challenge, however, to get them to a
chapter event because they usually have a lot of extracurricular activities.
With this age group, it is often important to tie environmental education to
their immediate interests. To do this, it can be helpful to form partnerships
with other organizations. Two possibilities are local schools and Scouting
organizations.
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Increasingly, high schools are requiring students to fulfill community
service requirements prior to graduation. This is a nice idea, but it can be
challenging to find enough service opportunities for every student. The
League can help by providing service options, especially for long-term
projects at chapter facilities or areas supported by the chapter. With Scout
troops, IWLA members can volunteer to serve as merit badge advisors for
environment-related badges. By filling needs such as these, IWLA chapters
can attract increased numbers of high school students who are ready to
learn about environmental stewardship and to help bring it about in the
community.
Enjoying the Outdoors
No matter what age group your chapter hopes to engage in outdoor
recreation and education, it should be a positive experience for the youth
— and for your chapter volunteers. Building a love of nature and an interest
in working to conserve natural resources all starts with having fun outdoors.
The activities in the next section of this manual should help you do that.
No matter what age
group you hope to
engage in outdoor
recreation and
education, it should be
a positive experience
for the youth.
Building a love of
nature and an interest
in working to conserve
natural resources all
starts with having fun
outdoors.
E N G A G I N G Y O U T H I N T HE O U T DOORS — A HO W- T O CH A P T ER M A N U A L | 2 0 1 2
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2 0 1 2 | E N G A G I N G Y O U T H I N T HE O U T DOORS — A HO W- T O CH A P T ER M A N U A L
UNIT II:
YOUTH ACTIVITIES
Youth Activities
UNIT II:
YOUTH ACTIVITIES
SUMMARY — The activities in this unit are designed to educate, encourage,
and engage future conservation leaders — youth visiting your chapter
or engaged in community events. Activities were developed using ageappropriate educational techniques and are generally organized by the
League’s core conservation areas: soil, air, woods, waters, and wildlife.
We hope these activities will inspire and help your chapter leaders and the
young people they work with to enjoy America’s outdoors.
Suggested Youth Activity Lesson Plans
The primary goal of these activities is to give children positive and fun
experiences with nature. With children ages 5 to 11, building a love of
the natural world will encourage curiosity in science and other related
exploration. For children in middle school and high school, more emphasis is
placed on learning the environmental content.
All the activities in this guide are designed to be led by leaders in a League
chapter that the children are visiting voluntarily. They are not meant to
make the chapter seem like a school! An effort has been made to include
activities that require minimal equipment and cost.
Division of Activities
The League is committed to defending America’s soil, air, woods, waters,
and wildlife. So the activities in this manual are organized by those five
categories, although many activities touch multiple resources.
NN
NN
The primary goal of
these activities is to
give children positive
and fun experiences
with nature. All the
activities in this guide
are designed to be
led by leaders in a
League chapter.
Soil: Healthy soil is critical to healthy fish and wildlife populations
as well as healthy crops. It all starts with what’s in the soil. Youth will
learn about soil quality, types of soil, soil erosion, and creatures that
live in the soil.
Air: The air we breathe is also important to the plant world. Youth will
learn about how some trees use wind currents to seed new trees, how
some flowers use the wind for pollination, the basics of air pollution,
and how scent travels.
E N G A G I N G Y O U T H I N T H E O U T D O O R S — A H O W- T O C H A P T E R M A N U A L | 2 0 1 2
II-1
NN
NN
NN
Woods: Trees provide invaluable services to people as well as wildlife.
Youth will learn the parts of a tree and what each part does to keep
trees healthy and how to identify trees based on their leaves and
branches — even by touch and smell!
Waters: Fresh, healthy water is critical to life on the planet. Youth
will learn the importance of small creatures that live in aquatic
environments (and how they can indicate water quality), how
creatures adapt to live in the water, what other animals live near the
water, and how to detect water pollution.
Wildlife: Learning about their “wild neighbors” gives children a
better understanding of how their every day actions can affect animals
that live nearby. Youth will learn about local wildlife, how to identify
animals by their tracks, and about predator/prey relationships (in a
non-scary way!).
Soil, air, woods, waters, and wildlife are all important parts of our own
habitats. Youth should be able to bring together lessons learned in these
activities to explain how the various elements of local ecosystems work
together.
Structure of Lesson Plans
Each activity lesson plan is structured with the following common
components:
NN
The League is committed
to defending America’s
NN
soil, air, woods, waters,
and wildlife, so the
NN
activities in this manual
are organized by these
NN
five categories.
NN
NN
II-2
Learning Objectives: Core learning objectives in each lesson are
easily identified. These objectives guided the selection of suggested
activities.
Materials: Exactly what materials you need to successfully complete
each activity, as well as optional materials.
Activity Description: Step-by-step instructions on how to run the
activity, from location to the size of groups and interaction among the
youth.
Discussion Questions: Suggested conversation topics to discuss with
the youth during or after the activity.
Estimated Time: Time frames for each activity as well as any preactivity prep are included.
Ages: Most lesson plans were developed specifically for youth ages
5 to 8. Additional suggestions may be included to adapt activities for
youth ages 9 to 11.
2 0 1 2 | E N G A G I N G Y O U T H I N T H E O U T D O O R S — A H O W- T O C H A P T E R M A N U A L
NN
NN
Credits (when applicable): Many of these nature games and
activities have been used for decades, and it is often impossible to
know who originally developed these time-tested ideas. Whenever
possible, and where a source could be identified, we provided credit to
the authors.
Related Sources (if available): Web sites and books/manuals that
offer additional information on topics related to each activity.
Additional Learning Objectives
A list of additional learning objectives is provided near the end of each of
the five categories. These may be helpful to chapter youth leaders who want
to add activities and incorporate lessons of their own to a youth program.
Additional Projects and Activities
There may be other activities that could be modified for the ages targeted
in this guide. Additional potential projects are listed at the end of each
category that can be adapted to expand chapter youth activities.
A list of both additional
learning objectives and
potential projects and
activities are provided
at the end of the five
categories.
E N G A G I N G Y O U T H I N T H E O U T D O O R S — A H O W- T O C H A P T E R M A N U A L | 2 0 1 2
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2 0 1 2 | E N G A G I N G Y O U T H I N T H E O U T D O O R S — A H O W- T O C H A P T E R M A N U A L
YOUTH ACTIVITIES
SOIL
Soil
CATE GORY:
SUGGESTED YOUTH ACTIVITY LESSON PLAN
C AT E G O RY: S O I L
S E A R C H F OR S O IL D W E LLE RS
Learning Objectives
To learn that healthy soils contain a great variety of creatures and that many of these creatures help make
soil fertile and healthy.
Materials
White butcher paper, tweezers (alternate materials: white paper plates and wooden toothpicks), hand lenses
or magnifying glasses, trowels (small garden shovels), gardening gloves, small glass jars, and buckets.
Activity Description
Option #1: Healthy soil provides habitat (food, water, and shelter) for an astonishing array of creatures.
Scientists estimate that more than half the mass of soil is made up of living things.
To demonstrate this, have the youth use trowels to dig up soil samples and put them in buckets. On a flat,
comfortable surface (inside or outside), dump the soil onto white butcher paper and ask the youth to root
through the soil to search for creatures. They can move the creatures to the side of the paper with tweezers
or put them in small glass jars to view them from all angles. For a closer look, the kids can use magnifying
glasses or hand lenses.
Hint: To ensure you find living creatures in some of your soil samples, dig in “natural” areas such as woods
or fields rather than areas with car and foot traffic. If you are not having any luck, a garden plot should
yield plenty of critters.
Critters the children might find include earthworms, millipedes, centipedes, ants, termites, mites, ground
beetles, springtails, and spiders. Be sure each child has an opportunity to see every type of creature found
and ask what they think the animals are doing in the soil (see “Discussion Questions”). When the activity
is over, have the children return all their critters to the soil.
Option #2: If you have more time to spend on this project (and more space), take soil samples from a
variety of sites — wet, dry, with plants and without, under mulch, along stream banks, or in the woods.
Which soil sample has the most animals in it? Do the sites with the “healthiest” soils have the greatest
number and variety of creatures? What makes the soil “healthy”? Discuss the answers (see “Discussion
Questions”).
SEARCH FOR SOIL DWELLERS
1
SUGGESTED YOUTH ACTIVITY LESSON PLAN
Discussion Questions
What do you think these animals are doing in the soil?
Answer(s): Will vary, depending on what animals you find. Possible answers (and associated creatures)
include
NN
Eating decaying leaves and plant roots (earthworms, millipedes, springtails)
NN
Eating other creatures (spiders, centipedes, earthworms)
NN
Eating dead wood (termites, ground beetles)
Note: Earthworms will eat small living creatures such as parasitic worms and the decomposing remains of
other animals
Looking at the soil samples from different sites, which site has the most animals?
Answer(s): Will vary. However, soils that are least eroded and disturbed and have the most decaying
organic matter (such as leaves and roots) should have the most abundant and varied animal life.
Do the sites with the “healthiest” soils have the greatest number and variety
of creatures?
Answer(s): The “healthiest” soils should have the greatest number and variety of creatures.
Why do you think this might be?
Answer(s): Healthy soil is full of life, including organic matter (such as decaying leaves and plant roots),
insects, earthworms, air, water, and nutrients. Healthy soil is not eroding or disturbed (such as
by excessive cars or construction).
Decaying leaves, logs, branches, and other plant and animal materials on the ground provide food and
shelter for animals that live in the soil. Soil derived from decaying organic matter is able to support healthy
plant life, which in turn helps support healthy animal life.
The animals themselves are vital to making the soil healthy. How do you think they
do that?
Answer(s): When tiny soil creatures eat dead and decomposing organic matter, such as leaves and wood,
they break the material down so that the nutrients (such as nitrogen, phosphorus, and potassium) can be
drawn up by plant roots and made available to the ecosystem again.
Animals burrowing and moving through soil make small pores, holes, and tunnels. Oxygen can get into
these little spaces so tiny animals can breathe. These little spaces also enable the soil to absorb and hold
rainwater for plants and other living things to use, like a sponge.
Estimated Time
30 minutes.
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SEARCH FOR SOIL DWELLERS
SUGGESTED YOUTH ACTIVITY LESSON PLAN
Ages
Recommended for ages 5 to 8.
For ages 9 to 11, no specific changes are needed for this activity. Older youth may be able to spend more
time identifying animals found in the soil samples and can have a more scientific discussion of soil quality.
Consider taking samples from eroded or damaged areas to compare with samples of healthier soils. Youth
should enjoy this activity up through early teenage years.
Related Sources
Young Ikes Activity Book — Ages: 5 to 8, by the Izaak Walton League of America, 2011. Page 2 – Soil.
SEARCH FOR SOIL DWELLERS
3
SUGGESTED YOUTH ACTIVITY LESSON PLAN
4
SEARCH FOR SOIL DWELLERS
SUGGESTED YOUTH ACTIVITY LESSON PLAN
C AT E G O RY: S O I L
Red u cing S O il E rosio n
Learning Objectives
To understand how crop cover, mulch, and contour plowing help limit soil erosion.
Materials
Wood to make two shallow, open boxes; plastic to line the boxes to make them waterproof; thin sheets of
tin for making spouts for the boxes; dirt and sod or mulch; two garden sprinkler cans (watering cans); and
two large, wide-mouth glass or clear plastic jars.
Activity Description
First, construct two open boxes at least 16 inches long, 12 inches wide, and 4 inches deep. Line each box
with plastic to make them waterproof. Cut a notch in one end of each box 1 to 1 ½ inches from the top
edge and fit each with a tin spout to direct water into the wide-mouth jars.
Experiment #1: Fill one box with bare soil. In the other box, put either grassy sod or soil covered with
mulch. Place the two boxes on a table, with the spouts hanging over the edge of the table, and tilt them
with sticks, books, or other objects so the non-spout ends are one to two inches off the table. Beneath the
two spouts, place or have someone hold the wide-mouth jars.
Fill the sprinkler cans with water and pour the water onto the two boxes at the same time, simulating the
effect of a rain storm. Observe the water that runs out of the tin spouts and into the jars. Which jar of water
seems to be clearer? Which water seems to have more soil in it? (See “Discussion Questions” below.)
Experiment #2: To demonstrate how contour plowing controls erosion, fill both boxes with soil from
the same source. Using a pencil, a stick, or your finger, make several grooves in the soil in one box going
lengthwise, and grooves going across the width of the other box. Fill the sprinkler cans with water and
pour water on the boxes at the same time. Observe the water that has collected in each jar. Which jar of
water seems to be clearer? Which water seems to have more soil in it? Discuss the answers (see “Discussion
Questions” below).
Discussion Questions
(Experiment #1) Which jar of water seems to be clearer? Which water seems to have
more soil in it?
Answer(s): The grass or mulch you used in the second box should have held the soil in place, so the
water should have washed away more of the bare soil than the soil under the mulch or grass.
R ed u ci n g S O il E rosio n
1
SUGGESTED YOUTH ACTIVITY LESSON PLAN
(Experiment #2) Which jar of water seems to be clearer? Which water seems to have
more soil in it?
Answer(s): The water coming from the box with the grooves going perpendicular to the direction of the
water should be clearer.
Note: When using sand in place of soil, you will have a similar outcome. When doing this activity with
sand, it will not matter if the sand is dry or wet. Once water is run through it, the sand gets quite wet but
you will see the same effects.
Definitions:
NN
NN
NN
ontour Plowing — Farmers use plows to break up the soil before planting new seeds. The
C
plow digs rows of little ditches. “Contour plowing” means that the farmer plows these rows
following the ups and downs and curves of the land rather than in straight lines. These
curves help slow the flow of rain water, which prevents soil from washing away and allows
more time for the water to be absorbed into the ground.
over Crops — These are plants put in the ground specifically to benefit the soil or other
C
crops — not to be harvested for food. Cover crops reduce soil erosion from wind and rain
because the plant roots hold the soil in place and help the soil absorb water. For example,
a corn farmer may plant rye in the early fall to hold the soil in place until corn is planted
again in the spring.
ulch — Straw, bark, grass clippings, and other materials are placed around plants or in
M
plant beds to prevent soil erosion, hold moisture in the ground, and prevent weeds from
growing. As some mulches break down, they add nutrients to the soil to help plants grow.
Estimated Time
Once the boxes have been constructed and soil collected, 30 to 45 minutes.
Ages
Recommended for ages 5 to 8.
This activity will work equally well for ages 9 to 11, and older youth may be more focused. Both groups
would enjoy experimenting with different soils, cover crops and mulch, and types of contouring. If you have
more time, encourage the youth to create their own soil experiments.
Credits
Adapted from Soil and Water Conservation Activities for Youth, Program Aid Number 1391, U.S. Department of
Agriculture, Soil Conservation Service (now the Natural Resources Conservation Service), 1986.
Related Sources
Cover Crop Fundamentals, AGF-142-99, by Diane Relf, Ohio State University, Department of Horticulture
and Crop Science, 1999. Available online at http://ohioline.osu.edu/agf-fact/0142.html.
2
R ed u ci n g S O il E rosio n
SUGGESTED YOUTH ACTIVITY LESSON PLAN
C AT E G O RY: S O I L
H ow Soil q uality Affects
P la nt G rowth
Learning Objectives
To understand that plant growth depends on soil quality and learn what makes soil more or less fertile.
Materials
Equal size plant pots (with drainage holes) or paper/plastic cups; small gardening trowels (shovels); small
bags of sand, potting soil, and clay kitty litter; blender (not one you’ll want to use again for food or drinks!);
bucket or covered plastic container; water; measuring cups; masking tape; permanent marker; and corn,
beans, or other fast-growing vegetable seeds (plant only one type of seed).
Activity Description
Before the youth event, grind the clay kitty litter in a blender to make a fine clay powder. Store the clay in
a covered bucket or plastic container. (If you have clay soil nearby, you can use that instead. Break up large
clumps until the clay is fairly smooth.)
Use pots with drainage holes or punch holes in the bottoms of your paper/plastic cups to show how much
water may run out of different soil types.
With the youth, use the garden trowels and measuring cups to fill plant pots or cups with the three soil
types in different combinations, such as
NN
All sand
NN
All clay
NN
All potting mix
NN
Half sand, half clay
NN
Half sand, half potting mix
NN
Half clay, half potting mix
NN
One pot of local soil (have the youth look at the local soil and evaluate what they think is in it)
To control the factors that could affect plant growth, use the same amount of soil in each pot (use
measuring cups), plant an equal number of seeds in each pot, and water each pot with the same amount
of water using the measuring cup(s). Water may run out of some pots/cups quickly, so do the watering in a
tray or on the ground.
Use masking tape and the permanent marker to label the soil combination in each pot. Ask the youth to
predict which seeds will grow the best and write down their predictions.
H ow S oil q u ality A ffects P la n t G rowth
1
SUGGESTED YOUTH ACTIVITY LESSON PLAN
Place the pots in a sunny location (indoors if the temperatures outside are extremely cold or hot) and
continue to water them. After a few weeks (or at your next youth event), compare the plant growth in each
pot and discuss why plants (hopefully) grew better in certain types of soil. You can transplant the plants
that grew well or allow the children to take them home in paper cups with some extra soil.
Option #1: Have each child choose a soil combination and plant their own seeds. Ask why they chose
a particular soil and what they think will happen to their seeds. Keep a few extra pots to use for soil
combinations the children did not choose on their own.
Option #2: If you want to use this activity for a one-day-only event, do the soil combinations and planting
at least several weeks before the event. Label the bottoms of the pots so the children can’t read the labels.
Allow the youth to see and touch samples of the three soil types and ask them to predict which soils grew
the biggest plants — then reveal the answers.
Results: The results should demonstrate two different features about the soils (depending on which ones
you used). All but the sand should grow small seedlings — even the clay can hold enough water to make a
seed grow. However, the clay will not hold enough water to keep a plant growing as the seedlings get bigger.
The same may be true for the potting mix/sand combination.
Discussion Questions
Which soils were the most fertile (meaning the plants grew the best)?
Answer(s): Will depend on soil combinations used. “Fertile” soil is full of nutrients plants need to grow
and has good drainage (meaning it can hold water for plants to drink but doesn’t hold it for so long that
plants drown). Sand or clay alone or combined with each other do not offer these benefits — sand would
let the water flow too quickly and clay won’t let water flow at all, and neither one has nutrients that
plants need. The potting soil does have nutrients and good drainage, and can still do this combined with
some quantities of sand and/or clay.
Why do you suppose this is?
Answer(s): The potting soil contains mostly “organic materials” — the decomposed remains of plants
and other living things, which have nutrients that plants can use.
In the ground, soil with organic materials also provides habitat for small animals (earthworms, beetles)
and microorganisms (smaller animals you can’t see without a microscope, such as bacteria) that stir up
the soil and contribute their own wastes to the nutrient pool. The sand and clay lack vital nutrients that
plants need to grow, such as nitrogen.
What does this suggest about the importance of maintaining healthy, fertile soils?
Answer(s): We need fertile soils to grow enough food to feed people and animals and to grow trees and
plants to meet our other needs (such as lumber for building homes, plants that reduce soil erosion around
streams). We also need fertile soils to provide food and habitat for wildlife.
2
H ow S oil q u ality A ffects P la n t G rowth
SUGGESTED YOUTH ACTIVITY LESSON PLAN
Estimated Time
Initial soil preparation and seed planting: 20 to 30 minutes. Growth time: several weeks (until
plants appear).
Ages
Recommended for ages 5 to 8.
For ages 9 to 11, no specific changes are needed for this activity. With older children, you should be able
to have a more complex discussion about the soils and how soil contributes to healthy plant growth. You
could also discuss how to conduct a “controlled” experiment, explaining that using the same amount of
soil, water, and seeds helps pinpoint soil quality as the factor affecting plant growth.
H ow S oil q u ality A ffects P la n t G rowth
3
SUGGESTED YOUTH ACTIVITY LESSON PLAN
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H ow S oil q u ality A ffects P la n t G rowth
SUGGESTED YOUTH ACTIVITY LESSON PLAN
C AT E G O RY: S O I L
HOW MUCH WATER WILL
THIS HOLD?
Learning Objectives
To observe how water drains from different types of soils and the impact soil health has on surrounding
waters.
Materials
Large metal can(s), emptied and rinsed; can opener; pliers; ruler; permanent marker; large measuring cup;
plastic drink containers with lids (such as soda bottles); a stopwatch (or a wristwatch with a second hand);
clipboards with paper and pens.
Activity Description
Soil that has been compacted (packed down) by livestock, tractors, construction vehicles, or other
human activity does not hold rainwater. When it rains, the water runs off this land instead of percolating
(dripping) down into the soil, which can cause serious erosion on land and along stream banks and lead to
extreme fluctuations of stream levels. In addition, pollutants flow directly into streams, damaging not only
water quality but fish and wildlife habitat.
In contrast, healthy soils retain water because they are riddled with small pores and cavities, many of which
are created by plant roots and soil-dwelling creatures such as earthworms.
Step 1: Find soil samples. To demonstrate how different types of soil absorb water, find at least a few of
these samples in the area where you plan to hold your youth event:
NN
Bare, compacted soil (such as a walking path or on a playground)
NN
Grassy area that doesn’t get a lot of foot traffic
NN
An area with leaves and other plant material on top of the soil (preferably a wooded area or one with
shrubs, but you could also use a mulched garden plot)
NN
Muddy, wet soil
NN
Flat paved area (such as a concrete sidewalk or paved parking lot)
NN
Sandy soil (you can buy a bag of sand and dump it on the ground, if needed)
Step 2: Prepare field materials. To test how quickly soil drains from each of these areas, start with a
metal can:
NN
Check the rim at the top of the can for sharp edges and crimp down any rough pieces with
the pliers.
H OW MUCH WAT ER WILL T HIS H O LD?
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SUGGESTED YOUTH ACTIVITY LESSON PLAN
NN
NN
NN
NN
NN
NN
With a ruler, measure two inches from the bottom of the can and draw a line inside the can with a
permanent marker.
Fill the can with water to the 2-inch level. This will show the effect of two inches of rain on your
sample site.
Pour the water from the can into a measuring cup and make a note of how much water that is.
Fill plastic soft drink bottles with that amount of water. You will need one bottle of water per can for
every soil site you test.
If you are using different size cans, you’ll need to measure the amount of water needed for each can
size. Write the water amount (such as 8 ounces) on the outside of each can and soft drink bottle to
be sure you pour the correct amount into each can.
Cut the bottom off the cans with the can opener. Again, check for sharp edges and crimp them down
with the pliers.
Step 3: Experiment. Now you’re ready for the field. At each sample site:
NN
NN
NN
NN
NN
Ask the youth to predict how quickly the water will drain into the soil.
Assign four youth for each test: One to place the can, one to pour water, one to use the stopwatch,
and one to record the location and time.
Place the can on the ground and twist the can back and forth into the soil — ideally about two
inches down, but less is okay. (On the paved area, someone will need to hold the can in place.)
Slowly pour the water into the can. Start the timer as soon as you start to pour.
Keep timing until all the water has disappeared into the soil. If you reach the 5-minute mark and the
water has not drained, call a halt and move on to the next site. (You can use the time that you’re
waiting to discuss why the water is not draining well into a specific soil location. See “Discussion
Questions” below.) On the cement or asphalt, the water will immediately run out.
Options: If you have a large group of children, divide them into smaller teams. Provide each team with
the necessary equipment (metal can, water, stopwatch or watch, paper and pen) and let each team conduct
their own experiments.
With older children, bring in the science. Conduct two to three experiments at each site and have the
children calculate the average time per minute and then translate that into the average per hour. Add
more water to the same site and see if the rate changes.
Discussion Questions
Which soil(s) absorbed water more quickly?
Answer(s): Will vary. On bare, compacted soil, the water should remain in the can for a long time.
Severely compacted soil can seem as hard as an asphalt road or concrete sidewalk. With healthy soil, such
as the grassy and wooded areas, the water should drain away more quickly but not immediately — that
means the ground is absorbing the water but it will also hold it for plants to drink. On the sand, the water
should drain even faster, but that also means the sand will not effectively hold water for plants to use.
2
H OW MUCH WAT ER WILL T HIS H O LD?
SUGGESTED YOUTH ACTIVITY LESSON PLAN
Why is it important for soil to be able to absorb water?
Answer(s): When it rains, the rain water picks up pollutants such as pet waste on lawns, excess fertilizer
from farms, dirt from construction sites, even oil that leaked from a car onto the roadway. Tree and plant
roots can filter pollutants out of the water — that is, if the ground absorbs the water before it runs into
local streams or storm sewers.
In addition to not absorbing water, compact soil such as clay prevents air from moving through and can
restrict the growth of plant roots, which will restrict plant growth. So for trees and plants to do their jobs,
it’s important to protect soil quality.
Note: Did you know the water that runs into our storm sewers does not go to a wastewater management
plant to be cleaned? That water — and any pollution in it — runs right into local waterways, such as
rivers, lakes, and bays.
What activities damage soil quality and how can we improve soil quality?
Answer(s): To keep our soils in the best shape, we can just leave them alone — but that would mean
no food or homes, since farming and construction activities can damage soil quality. That won’t work!
Instead, we can work to limit the effects of soil-damaging activities. We can do this by keeping an area of
plants in between farms fields and streams (called a “buffer zone”), so those plants can stop and absorb
polluted water before it runs into streams. Or we can use soil-catching fences at construction sites to
prevent dirt from washing into local waterways. At home, we can improve our soil by adding organic
materials (such as decaying leaves and other plant parts) to it — perhaps compost we’ve made ourselves
or soil purchased at the local nursery.
Estimated Time
Allow 5 to 10 minutes per soil site for the experiments (although asphalt/concrete will take less than
1 minute) plus additional discussion time at the end.
Ages
Recommended for ages 5 to 8, although your discussion of how soil works will need to be somewhat simple.
For ages 9 to 11, no specific changes are needed for this activity. However, you can talk in more detail
about soil structure and encourage the youth to think about ways to improve soil structure and how that
would improve fish and wildlife habitat.
Credits
Adapted from Soil and Water Conservation Activities for Youth, Program Aid Number 1391, U.S.
Department of Agriculture, Soil Conservation Service (now the Natural Resources Conservation Service),
1986.
H OW MUCH WAT ER WILL T HIS H O LD?
3
SUGGESTED YOUTH ACTIVITY LESSON PLAN
Related Sources
WOW! The Wonders of Wetlands, The Watercourse and Environmental Concern Inc., 1995.
4
H OW MUCH WAT ER WILL T HIS H O LD?
SUGGESTED YOUTH ACTIVITY LESSON PLAN
C AT E G O RY: S O I L
M a ki ng a Nature
Cor ner
Learning Objectives
To learn how soil affects the health of many living things and to learn more about the ecology of the
chapter grounds (or the area where you are conducting the activity).
Materials
Natural materials gathered from the chapter property; small shovel; buckets; soil and geology reference
materials; bulletin board; exhibit table; poster board; glue; terrariums; and other craft or project materials
(depending on the type of exhibit to be created).
Activity Description
Youth can create a nature corner that teaches visitors about the types and quality of soils on your chapter
property or an area in the community. The content of the exhibit will depend on available resources and
the interests, expertise, and artistic and mechanical skills of the kids and youth leader. This activity is a
natural outgrowth of the other soil-related activities in this manual and could be a good project to finish
out the year for your youth program.
Depending on the activity you select, you may need to have the youth work on this throughout the year;
others can be done in one day. This can also be used as a community outreach activity. You could provide
a nature corner for the local library or elementary school.
Some possibilities include:
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Soil dwellers (insects and other animals) found on the property
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Soil erosion — different soil management practices that help prevent erosion
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Soil quality — how different types of soil absorb water (or don’t!)
Soil Dwellers: Healthy soil provides habitat (food, water, and shelter) for an array of creatures, and many
of these creatures actually improve the soil quality. For a one-day display, have the youth collect dirt from
different locations and fill clear glass containers with the dirt samples. The containers should have wide
openings (think fish bowl) so you can dig in with a small shovel to unearth critters for onlookers. Prepare
the youth to talk about the insects and other animals in the soil samples and how they help make soil
healthy. They should also be prepared to discuss why some samples do not have any creatures. Additional
talking points could include what was growing in the different soils. At the end of the day, return the
samples to their original locations.
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For a long-term exhibit, have the youth explore different types of soil and create a display that includes:
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Color photos of the different soil types
Photos or drawings of small creatures found in each soil (worms, beetles, ants) and explanations of
how they help improve soil quality
Photos or drawings of other animals that live underground (such as moles) and explanations of how
they help improve soil quality
The children could also include information about predators (birds, skunks) that eat the different critters
found in soil, and how more of those animals are found in areas with good soil quality.
Soil Erosion: Soil erosion is bad for soil and water quality. To demonstrate practices that can help keep soil
where it should be — on the ground — have the youth illustrate different types of soil management:
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Bare dirt versus an area with grass and plants
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Farm practices such as contour plowing and cover crops
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Stream buffer areas — plants placed (or kept) along stream banks that help keep water flow from
eroding soil
Soil Quality: The size and makeup of the particles in your soil affect how much water it can absorb and
hold, which then affects plant life. If soil can’t absorb water quickly, rain can run right off the soil — taking
some soil with it. If the soil holds water for too long, only certain types of plants can live in it. Have the
youth illustrate cross sections of different types of soil and plants that can and can’t survive in it. Examples
could include:
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All clay — very small particles that clump tightly together. It cannot soak up water quickly or hold a
lot of water, so small plants may start well in it, but as plants grow larger, the clay can’t hold enough
water for them to survive.
All sand — larger particles with a lot of space between them. It can soak up water quickly but can’t
hold onto it. Most plants can’t grow in sand, other than plants that do not require a lot of water (like
a cactus).
Potting mix — large and small particles and lots of organic matter. This soil can both absorb and
hold water and is ideal for planting.
Include a small glass jar of each soil type with the display. The children could also take photos or draw
pictures of the different plants (trees, shrubs, flowers, grasses) on the property and prepare a quiz on which
type of soil each plant thrives in.
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Estimated Time
Approximately one to two hours, depending on the project selected.
Ages
Recommended for 5 to 8.
For ages 9 to 11, youth should be able produce more specific and detailed exhibits. Other advanced
presentation features could include:
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Inventory of soil types found on the property
Rocks found on the property, identifying their type (sandstone, granite, etc.), origin (sedimentary,
igneous, metamorphic), and age
Designing and keeping up a high-quality nature corner that rotates throughout the year could also be the
outcome of a potential conservation service project by this age group.
Additional related projects to consider include: invasive plant removal, reforestation, and nature trail work
(and tour). Refer to samples found in Unit IV, “Conservation Programs and Projects” and Unit V, “Outdoor
Recreation and Activities,” in the IWLA Chapter Manual.
Related Sources
A Field Guide to Rocks and Minerals (Peterson Field Guide), by Frederick H. Pough and Roger Tory Peterson,
Houghton Mifflin Harcourt, Fifth Edition, 1998.
Cover Crop Fundamentals, AGF-142-99, by Diane Relf, Ohio State University, Department of Horticulture
and Crop Science, 1999. Available online at http://ohioline.osu.edu/agf-fact/0142.html.
Field Book for Describing and Sampling Soils: http://soils.usda.gov/technical/fieldbook
IWLA Chapter Manual, by the Izaak Walton League of America, 2008.
Soil and Water Conservation Activities for Youth, Program Aid Number 1391, U.S. Department of
Agriculture, Soil Conservation Service (now the Natural Resources Conservation Service), 1986.
WOW! The Wonders of Wetlands, The Watercourse and Environmental Concern Inc., 1995.
Young Ikes Activity Book — Ages: 5 to 8, by the Izaak Walton League of America, 2011. Page 2 – Soil.
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C A T E G O R Y : soil
A dditio nal Learning O bjectives
These additional “soil” learning objectives may be helpful to chapter youth leaders who want to add
activities and prepare lessons of their own. Consider teaching the following:
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Soil consists of rocks and decomposing plants and animals.
Soil contains a multitude of living things, including bacteria, fungi, insects, arthropods, earthworms,
salamanders, and moles. Larger animals — such as gopher tortoises, woodchucks, ground squirrels,
chipmunks, foxes, and badgers — den in burrows in the soil.
Bacteria, insects, earthworms, and other small soil creatures help dead leaves and other organic
materials decompose, thus returning vital nutrients to the soil and maintaining soil fertility.
Soil fertility is essential for healthy plant growth, including agricultural crops.
Healthy soil is often porous (has space for water to trickle through) and retains rainwater like a
sponge. This reduces flooding during rainstorms. It also allows plant roots to filter pollutants out of
the water before the water enters rivers and streams.
Plant roots loosen soil to allow oxygen to get into the soil. But these roots also hold the soil in place,
preventing erosion from water and wind.
Due to their constant movement through the soil, creatures such as worms and beetles maintain the
soil’s structure and ability to hold water.
Soil erosion can occur when plant cover is removed through activities such as agriculture, timber
cutting, and urban construction. Wind and running water both carry unprotected soil away.
However, when conducted with conservation in mind, farming, construction, and other activities can
be done with limited impact on soil conditions and fish and wildlife habitat.
Soil erosion leads to serious water pollution. Too much soil in the water can smother fish eggs, clog
fish gills (preventing them from breathing), and block the sunlight underwater plants need to grow
(which then limits food sources available for wildlife).
It is essential that we preserve soil fertility and soil water-holding capacity and protect soil from water
and wind erosion.
ADDITIONAL SOIL LEARNING OBJECTIVES
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C AT E G O RY: S O I L
A dditio nal PRO J E C TS
a n d A C T I V I TIE S
These additional projects and activities are related to “soil” and may be helpful to chapter youth leaders
who want the youth to further participate in chapter-hosted projects or activities.
Consider using these resources found on the Izaak Walton League Young Ikes Web page:
www.iwla.org/youngikes
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Soil Matching Game: The soil under your feet is filled with all sorts of living things. Match each
animal to the place it belongs. (Found in the Young Ikes Activity Book for ages 5 to 8)
Soil Crossword Puzzle: Soil is vital for plants and other living things. We need to prevent soil from
washing into waterways, where it can hurt fish and other animals. (Found in the Young Ikes Activity
Book for ages 9 to 11)
Consider these activities found in the IWLA Chapter Manual under Unit IV, Sample
Conservation Projects:
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Native Grassland Restoration: Restore native prairies or grasslands by improving growing
conditions and managing the diversity of fauna on the property. Plant native grasses and wild grains
on reclaimed or abandoned space, allowing the grasslands to revive.
Roadside Litter Cleanup: Organize and conduct a community highway or roadside litter cleanup by
mobilizing volunteers, both members and non-members.
Vermicomposting: Worm farming with compost is the process of recycling food waste by feeding it
to worms in a self-contained bin. Native worms play an important ecological role and are particularly
beneficial to agriculture.
Consider these resources found on the Izaak Walton League Youth Programs Web page
(subject to change): www.iwla.org/youthprograms
Ages 9 to 11 (4th to 6th Grades)
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How To: Vermicompost (Worm Compost): Because a worm will eat its weight in table scraps,
vermicomposting is a triple win: You recycle waste, produce organic fertilizer for house and garden
plants, and raise worms you can use for fishing. (Izaak Walton League)
Soil Is Alive: From mineral content to capturing carbon, this workbook describes all the amazing
features of soil. (U.S. Department of Agriculture)
ADDITIONAL SOIL PROJECTS AND ACTIVITIES
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How To: Build a Model Watershed: This model watershed demonstrates how water picks up
sediment and pollutants as it flows — and that simple measures can reduce the amount of polluted
runoff that ends up in your watershed. (Izaak Walton League)
Root Words: Quizzes and a word search that educate kids about soil. (Smithsonian Institution)
Ages 12 to 17 (7th to 12th Grades)
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How To: Build a 3-Bin Composter: You can easily turn waste into useful compost — and help the
environment in the process. (Izaak Walton League)
ADDITIONAL SOIL PROJECTS AND ACTIVITIES
YOUTH ACTIVITIES
CATE GORY:
AIR
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C AT E G O RY: A I R
SEED RACE
Learning Objectives
To learn how plants disperse their seeds through the air using wind power.
Materials
Magic markers in multiple colors and a variety of wind-dispersed seeds from trees such as maples, ashes,
and elders.
Activity Description
This activity is a team-based race. Before the race begins, collect wind-dispersed seeds — technically
called “samaras” but most kids call them “helicopters.” Collecting seeds is a great activity to do with
younger children to get them excited about the race. Or you can collect a variety of seeds yourself prior
to the event and bring them with you. If you can only find one type of seed, that’s okay.
Note: This is normally a spring- and summer-time activity, based on the availability of seeds in your area.
Divide the youth into pairs and ask each pair to pick out a variety of seeds from the pile (or several of one
type of seed). Also have each team choose a different color magic marker and mark their seeds. (If you have
more teams than colors, ask teams to draw different symbols on their seeds, such as stars or triangles.) From
a high place such as a tree stump, hill, or embankment, ask each team, in turn, to release their seeds into
the air. They can throw them, fling them, or find any other way to release them from a standing position.
(A windy day would make this activity lively!) Enlist the other kids to help track and find the seeds where
they land. The team whose seed(s) traveled the farthest is the winner.
Note: This activity works best in an open area because the seeds need to be exposed to the wind and you
need to be able to track the seeds.
After the race, ask the youth why plants produce seeds with a helicopter design and why plants produce
them in such large numbers. (See “Discussion Questions.”)
Additional Activity: These helicopters might not look like much now, but they can grow into great, big
trees. As a follow-up activity, you could have youth place a few helicopters in a planter filled with dirt.
The next time you have a youth event, include time to see how roots sprang forth from the seeds and
are growing down into the soil. You can follow the progress of these seedlings as long as you like — even
plant the trees later.
Variation: If you are unable to locate “helicopter” seeds, you could hold a milkweed or thistle seed
race, which could be done inside or out. Establish a starting line and finish line. Have each child hold
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a milkweed seed in his or her hand. When the race starts, each child should blow the seed into the air
and continue blowing it down to the finish line. (This race can be done individually or in teams of two.)
To make the event more challenging, make it a relay race! If milkweed or thistles are not available, you
could try dandelion seeds, but they are much smaller and may be hard to track.
Discussion Questions
Why do plants produce seeds with a helicopter design, and why do plants produce them
in such large numbers?
Answer(s): “Helicopter” seeds are designed so that they can spiral gently downward without damaging
the seed and carry on wind currents far away from the parent trees. Trees produce large numbers of
wind-dispersed seeds to maximize the chances that at least a few seeds will land in places suitable for a
new plant to grow. Because they are so small, each fruit — the pod holding the seed — requires relatively
little energy to produce, so the plants can make a lot of them.
Some trees and bushes produce berries to scatter their seeds. How do you think these
are spread? What are some examples that you know of?
Answer(s): Birds eat the berries and fly away. The seeds come out in the birds’ waste and can grow
where they land. Trees with berries include hollies, cherries, and many evergreens.
Some trees produce nuts. How do you think these trees scatter their seeds? What are
some examples that you know of?
Answer(s): Some tree nuts fall onto the ground. Others are removed from branches by animals (such
as squirrels) that eat the nuts or bury them to eat later. Some of the buried nuts are forgotten and can
eventually sprout a new tree. Examples include oaks, hickories, walnuts, and butternuts.
Note: Peanuts are not tree nuts — they are “legumes.”
Estimated Time
30 minutes for the contest, more if the kids want to continue.
Ages
Recommended for ages 5 to 8.
For ages 9 to 11, no specific changes are needed for this activity, and you can explore more complex
topics. For example, invasive, non-native plants such as “tree of heaven” also produce wind-dispersed
seeds — and produce them in vast numbers. You can talk about how invasive plants crowd out native
plants that provide food and shelter for wildlife and how most wildlife have not adapted to be able to use
invasives for food or shelter.
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Related Sources
Introduction to Seed Dispersal: www.mbgnet.net/bioplants/seed.html
Photographs of Dispersed Fruits: www.cas.vanderbilt.edu/bioimages/pages/fruit-seed-dispersal.htm
Wind-Dispersed Seeds: http://waynesword.palomar.edu/plfeb99.htm
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C AT E G O RY: A I R
F l o wers P ollinated by Wi nd
Learning Objectives
To learn how many plants, especially grasses and trees, produce flowers that are pollinated through the
air by wind. Youth will also learn about pollination by insects, birds, and other animals.
Materials
Wind-pollinated flowers in bloom found on trees (such as black walnut or sugar maple), grasses, or grain
crops (including corn, rice, and wheat); insect- and animal-pollinated flowers for comparison; paper,
pens, tape/glue, and other materials for a conservation exhibit.
Note: In most regions, this is a spring-time activity, based on when flowers are producing pollen in your area.
Activity Description
When people think of flowers, they usually conjure up images of graceful stalks and brightly-colored
petals; they rarely think of flowers without petals, scent, or a splashy presence. However, grasses and
many trees also have flowers that look very different from a rose or a tulip. Instead, these flowers are
usually green and small and have no petals. On trees they come out before the leaves do. That’s because
these flowers are not pollinated by birds or bees — they are pollinated by the wind.
Take the youth to find examples of wind-pollinated flowers. The best candidates are grasses and trees in
the early spring as well as some roadside weeds, including plantain and ragweed (a major source of hay
fever). As you walk around, see if the kids can recognize wind-pollinated flowers. Next to a tree that is
blooming, for example, you can stop and say something like, “I can see a whole bunch of wind-pollinated
flowers from where I’m standing. Can you find them?” Once the kids spot them, try to reach a branch
with flowers and bring it in for closer inspection. Ask the kids what they notice about the flowers’ color,
scent, and shape and how they are designed for effective wind pollination. Dab the flower with a damp
tissue to reveal the pollen. Have the youth collect samples of wind-pollinated flowers that they find.
Note: Young children are likely to mistake wind-dispersed seeds, such as the seeds from dandelions, for
pollen produced by wind-pollinated flowers.
If you have different types of flowering trees nearby, ask the youth to tell you which are wind pollinated
and which are not. Tree flowers with colorful petals — such as apple, cherry, redbud, flowering dogwood,
and black locust — are not wind pollinated.
Additional Activity: Have the youth make a simple conservation exhibit using the flowers they
collected. The exhibit could be in quiz format, asking field questions about each sample, such as “What
is this and what plant did it come from?” They could make a matching game, asking the viewer to match
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the flower with the leaf of the plant that produced it. Or they could make a quiz using examples of windpollinated and animal-pollinated flowers and ask the viewer to categorize each sample. Have the children
explain wind pollination in their own words for the display.
Discussion Questions
What is a flower?
Answer(s): Ask the youth why plants produce flowers. They may not know that flowers are the
reproductive parts of plants.
What is pollination?
Answer(s): Pollen from one part of a flower (the stamen) lands on a different part of another flower
(the stigma or pistil), ultimately creating a seed. For most plants to produce a seed, the flower on one
plant needs to mix with pollen from the flower of another plant of the same type — a process called
pollination. The trick is how to get the pollen from one flower to another. This can happen with the help
of animals or the wind.
What is animal pollination?
Answer(s): Most commonly recognized flowers rely on insects and other animals such as hummingbirds
(even bats, in the tropics) to move pollen among flowers. So flowers need to attract these animals, which
is why most flowers are colorful and scented. Once on the flowers, the animals pick up pollen on their
bodies and drop it onto the next flower they visit. These animals visit flowers for food (such as nectar) or
some other reward, and in the process enable the plants to reproduce.
To illustrate this, use a piece of paper or a chalkboard to sketch two flowers and a bee or hummingbird
traveling from one to the other, covered with pollen. (On hummingbirds, the pollen can be on different
parts of the body, such as the top of their heads.)
If you are near a garden or wildflowers in bloom, you can take the kids out to look at the flower parts.
If it is a warm, sunny day, you are likely to see bees and other insects crawling and buzzing around the
flowers, caught in the act of pollination. Look closely at the bees, and you may see little orange pollen
sacs attached to their legs, bursting with pollen that they are taking back to their nests. You might even see
pollen dusting their bodies.
Caution: Although the risk of being stung is low, ask about allergies to bee stings before you start
the activity. Keep these children away from areas where bees are active and ensure the children have
medication with them for an allergic reaction (auto-injectable epinephrine, such as an EpiPen®).
What is wind pollination?
Answer(s): Ask the children what other ways pollen could get from one flower to another other than
by hitching a ride on an insect or bird. Did anybody answer “wind”? Ask them what they think windpollinated flowers would look like. Would these flowers have a scent? Would they be brightly colored?
How would they be shaped? Wind-pollinated flowers have no scent and are not brightly colored because
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they are not competing to attract a bird or bee flying by. Instead, these flowers are usually green or brown
and have tiny petals or none at all (petals would keep the pollen from being blown by the wind). They
often dangle exposed from branches so the wind can catch them easily.
What are the odds that one wind-blown grain of pollen will land exactly where it is
supposed to on another flower of the same species.
Answer(s): The odds, of course, are astronomically low. So wind-pollinated flowers produce huge
amounts of pollen. Ask the kids if they have ever noticed yellow dust, especially in the spring, covering
car windshields, porches, sidewalks, and ponds. This is part of wind-blown pollen (and a major cause of
allergy symptoms!).
Estimated Time
At least 45 minutes, depending on how far you plan to walk during the field time. If you make a
conservation exhibit, allow another 30 minutes.
Ages
Recommended for ages 5 to 8. Pollination concepts may be too complex for some of the younger
children. Instead, you can simply point out wind-pollinated flowers on a tree and ask, “What do you see
in this tree that isn’t a leaf or branch?” or “What do you think that is?” (It’s a flower!) Having shown
younger children what a wind-pollinated flower is, you can wander the site and make a game: Who can
spot the most tree flowers?
For ages 9 to 11, no specific changes are needed for this activity, and you can cover more of the technical
details about pollination.
Related Sources
Introduction to Wind-Pollinated Trees: http://northernwoodlands.org/articles/article/why_are_some_trees_
pollinated_by_wind_and_some_by_insects
Photographs of Pollinated Flowers: www.cas.vanderbilt.edu/bioimages/pages/pollination.htm
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C AT E G O RY: A I R
Catc h i ng Air P ollution
Learning Objectives
To learn about air pollution by viewing particulate matter (small particles) captured from the air.
Materials
White card stock or cardboard, poster board (any color), petroleum jelly (such as Vaseline®), scissors,
ruler, pencil, tape that will adhere to exterior surfaces, permanent marker, and hand lenses (magnifying
glasses).
Activity Description
When we talk about air pollution, we mean small particles in the air — made up of solids and liquids
— that can affect our ability to breathe and cause other health problems. These particles can also be
harmful to plants and wildlife and to fish when they land in the water. This project is an easy way to
show kids the particulate matter that floats in the air around them, largely unseen.
Option #1: Take a sheet of white card stock or cardboard and cut it into two-inch squares. Next, smear
a thin layer of petroleum jelly (Vaseline) evenly onto each square (there’s no need to glop it on). Place a
rolled-up piece of tape on the back of each square and stick the squares to different vertical surfaces —
ideally in places that have different amounts of air pollution. For example, you might put squares next to
a driveway, along a road, or near a fireplace. Use the permanent marker to write the name of the location
on the back of each square before you stick it up.
Wait at least 48 hours or longer, depending upon your schedule and the weather forecast (rain will not
be helpful), and then retrieve the squares. Bring a sheet of poster board and tape all the square samples
to the poster board to examine more closely later. (Bring extra tape.) Make a note on the poster board
about where each square was placed and for how long.
Once back in the chapter house, ask the children to decide which squares have the most particles
stuck in the Vaseline. Squares that had been located near automobile traffic, fireplaces, dirt roads and
driveways, wind-blown patches of bare soil, and other sources of particulate matter should be the dirtiest.
In early spring, some squares might be yellow with wind-blown pollen. Patches protected from the wind
should have fewer particles.
Option #2: If you want to use this activity for a one-day event, cut and smear the squares and place
them in different outdoor locations at least 48 hours before your event (depending on the weather
forecast). Keep a list of the specific locations where the squares were placed. During the youth event,
you could discuss air pollution and ask the youth which locations they think will have more particles. Or
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you could create a quiz with the list of locations and ask the youth to rank them in order of where they
expect to find the most particles. Then head outside to find the answers!
Discussion Questions
To answer the following questions, it would be helpful to have hand-lenses handy, which
the kids can use to inspect the squares. They should especially consider the locations of
the squares. Tiny airborne particles, however, travel long distances, so it is not always
clear where they come from.
What do you think made the particles? Do the particles appear to be different from one
square to another?
Answer(s): Will vary. Possible particle sources include factory emissions, car and truck exhaust, coalfired power plants, wood stoves, exposed soil from construction sites or farms, pollen from plants, particles
of crushed rock from gravel roads.
Did you think before doing this investigation that this material was in the air and that
you are breathing it?
Answer(s): Will vary.
Do you think these particles in the air might affect your health?
Answer(s): When you breathe in particles from the air, they can clog your lungs and affect your ability
to breathe, leading to shortness of breath and coughing. Very small particles can even get into your blood
stream. Airborne particles can contribute to asthma attacks, lead to development of chronic bronchitis,
and be particularly dangerous for small children and elderly people. Larger particles can irritate your eyes
and nose.
Particulate matter can also damage the environment. Some particles can make lakes and streams acidic,
deplete nutrients in soil that plants need to grow, and damage trees and crops. Acid rain is caused in part
by particle pollution.
Mercury particles from coal-fired power plants can cause health problems in humans ranging from brain
disorders to heart attacks and can be particularly dangerous for babies and pregnant women. When these
particles land in the water, they can cause high mercury levels in fish and any animals that eat those fish
— including us!
What do you think you can do to improve air quality?
Answer(s): Will vary depending on what sources of pollution are around you. Some topics you could
include:
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Bus Idling — Does your school allow buses to “idle” (park with the engine on) in front of the
school? The exhaust coming out of those buses could contain a lot of harmful particles. Students
will breathe in these particles when they come outside at the end of the school day. The particles
can even get inside the school through open windows and the air intake system. Talk to your
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teacher and principle about an anti-idling policy for your school. Get your friends involved. You
can find a sample policy on the EPA Web site at http://epa.gov/cleanschoolbus/idling_policy.
htm.
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Electricity — Conserve electricity at home. Until cleaner sources of electricity are more widely
available, cutting back on electricity use will help cut back on power plant emissions of pollution.
Ways you can help include turning off lights when you leave the room and turning off electronics
when you’re not using them. (Encourage the kids to add other ideas)
Cars — Carpool with friends to events and ride your bike, skateboard, or scooter for short trips
to decrease car emissions that contribute to particle pollution.
Fireplaces — Talk with your family about cutting back on using candles, wood-burning stoves,
and fireplaces at home. These all can contribute to particle pollution.
Estimated Time
One hour, plus some added time for preparing and putting up the squares (how much time will depend
on how far apart you place the squares).
Ages
Recommended for ages 5 to 8, but take a simple approach to explaining particulate matter in the air.
For ages 9 to 11, no specific changes are needed for this activity, and the discussion of the particles
trapped in the Vaseline can be more in-depth.
Related Sources
Particulate Matter: www.epa.gov/pm
What Is Particulate Matter? www.airinfonow.org/html/ed_ particulate.html
Young Ikes Activity Book — Ages 5 to 8, by the Izaak Walton League of America, 2011. Page 3 – Air.
Young Ikes Activity Book — Ages 9 to 11, by the Izaak Walton League of America, 2011. Page 4 – Air.
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C AT E G O RY: A I R
S ME LL WA L K
Learning Objectives
To increase awareness of scents and odors in the environment by identifying sources of scents and odors
and whether these indicate healthy or unhealthy air.
Materials
Pencils and paper (either pads of paper or paper on a clip board), onion, cutting board, and knife.
Activity Description
This activity helps kids to become more aware of the sources of odors in the air around them and to
think about whether the smells they are inhaling are good or bad — for them and for the environment.
Before embarking on your smell walk, have the children space themselves out in a line, with you toward
one end. Take an onion, cut it in half, and hold it up. Ask the kids in the line to raise their hands when
they first smell the onion. Once the kid furthest from you raises her hand, ask the kids what they think
they are smelling. Answer: Their noses are detecting tiny, invisible, particles of the onion so small that
they are wafting in the air and going up their noses. Explain to them that this is how they detect odors.
Now give each child a pencil and paper. Ask them each to draw three columns on their paper. Column
number 1 will be the name of a scent, column number 2 will list how the odor smells (e.g., good, strong,
bad, stinky), and column number 3 will say whether the smell is good or bad for human health and the
environment. Explain that you are going to hunt for odors.
Begin strolling slowly around, both indoors and outside, until you or (ideally) a child picks up a scent.
Encourage the kids to get down low, stand up high, and really search for smells. Some odors won’t reveal
themselves until they are up close to the source, sticking their noses into something.
Once a child detects a smell, ask the kids to fill out their columns. Then discuss the answers they
provided and work together to determine the correct answer for column #3 for each smell. Once
you are finished, tally up the smells and how many of them indicate something good and how many
suggest pollution.
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Discussion Questions
After the children detect a smell, ask the following:
What is the source of the smell?
Answer(s): Will vary
Does the scent smell good or bad to you?
Answer(s): Will vary.
Does the scent indicate something good for you and the environment, something bad, or
something neutral?
Answer(s): Generally, if a smell comes from a natural process, such as rotting wood (a good home
and food source for many animals) or a flower advertising nectar (which sends out smells to attract
pollinators), it will indicate something that is appropriate for the environment. It may not smell good,
however, such as a decomposing animal or a recent visit by a skunk! All of these smells reach your nose
through tiny particles sent into the air, just like the onion.
If the smell comes from human activity, it might not be healthy for the environment — or people.
Examples include:
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Car exhaust, which contains particles that are not healthy to breathe
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Trash thrown on the ground or in the water, which can damage wildlife habitat and water quality
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et droppings left on the ground, which can wash into waterways when it rains and damage
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water quality and habitat for fish and other aquatic animals
umes from paint, which is caused by chemicals released into the air in a process called “offF
gassing” (this process can take months or even years, depending on the chemical and the product
made with the chemical). The same process is involved in that “new car smell.” Such chemicals
can cause allergy symptoms including congestion, watery eyes, and even skin irritation.
Note: Not everything that’s bad for the environment or human health has an odor. So smell is not the
only indicator of potential problems — but it’s a start!
Does the smell suggest that we should encourage people to change their behavior?
Answer(s): Will vary, but encourage the kids to talk about ways they can help fix some of the pollution
problems you identified on your Smell Walk, such as:
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Car exhaust — Carpool, use other modes of transportation (skateboards, bikes, buses)
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Litter — An anti-litter campaign at school
Pet waste — Encourage owners to pick up after their pets through a neighborhood education effort
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aint fumes — Paint in well-ventilated areas. Air out carpet or other off-gassing items outside
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before bringing them indoors.
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Estimated Time
About 30 minutes, depending on how long you walk and can keep the kids’ attention.
Ages
Recommended for ages 5 to 8.
This activity is better suited for younger ages, but for ages 9 to 11 you could extend the activity and
develop plans for addressing possible sources of pollution.
Related Sources
Air Pollution Basic Facts: http://www.epa.gov/air/basic.html
Interesting Air Pollution Facts: www.evsroll.com/Interesting_air_pollution_facts.html
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C AT E G O RY: A I R
WH AT I S A I R ?
Learning Objectives
To learn that while air cannot be seen, it can be felt and observed through its actions. Children will use
their senses to learn about the nature of air. They will also learn about the role wind plays in carrying air
pollution.
Materials
Large glass bowl; bottle of vinegar; funnel; 24-inch piece of lightweight ribbon; paper (8 ½ inches x
11 inches); colored pencils; a flip chart with markers or a large dry-wipe board with dry-erase markers.
Activity Description
To start, ask the children these questions: What is air? Can they see air? If they can’t see it, ask them:
How do they know that it’s there? Talk about their other senses: Can they feel air? Smell it? Taste it?
Hear it? Then ask the group: Why is air important?
Even the youngest children should know that we breathe in air, and many will know that we breathe it
into our lungs. What they may not know is why. Our lungs bring air into our bodies and pull oxygen out
of that air to help power our bodies. (The air we breathe is made up of about 20 percent oxygen.)
When we exhale, our lungs push out air that carries a gas called carbon dioxide out of our bodies. All
animals on land breathe in air for oxygen and breathe out carbon dioxide. Plants, on the other hand,
“breathe” in air so they can use carbon dioxide for energy and “breathe” out oxygen that people and
animals need. Air is important to all living things on land — plants, animals, and people.
Unfortunately, a lot of communities have problems with air pollution — harmful particles and gasses in
the air — that can hurt people as well as animals and plants. Air pollution can:
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Irritate our eyes, noses, and throats; cause lung infections such as bronchitis and pneumonia; make
asthma symptoms worse; and even cause more serious health problems (cancer, heart disease, brain
damage).
Hurt plants by destroying their leaves. Pollutants can also be absorbed by plants and then hurt the
people and animals that eat the plants.
Travel many miles through the air, carried by wind from factories, cars, power plants, and other
sources.
Note: How much of this you tell your group will depend on their ages.
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Step 1: Test indoor air. Assemble the children in one room. Write each child’s name on the flip chart or
dry-erase board. Have the children stand in different places around the room. Ask them to close their eyes
and hold their noses closed until you tell them you are ready. Find a suitable hiding place for the glass bowl
and fill it with a bottle of vinegar (white vinegar works well and is inexpensive). Tell the children to unplug
their noses and raise their hands when they smell an odor. Put numbers next to their names based on the
order in which they raise their hands.
Once all (or most of) the children smell the odor, tell them to open their eyes but stay standing where
they are. Show them the location of the hidden smell and, starting with the person who raised his or her
hand first, walk from person to person in the order in which they smelled the vinegar. The order should
be according to their distance from the vinegar. Then ask if they can explain why the people closest to
the vinegar smelled it first and the people farthest away smelled it last (see “Discussion Questions” below).
Before you move on to the next activity, use the funnel to pour the vinegar back into the bottle and rinse
out the bowl.
Step 2: Test outdoor air. Take the children outdoors on a slightly breezy day. Hold the piece of ribbon
high above your head. Hopefully the children will be able to observe the ribbon blowing in the wind. Have
them describe what is happening to the ribbon. Ask them: What is causing the ribbon to move? (Wind)
What is wind? (Moving air) Is air always moving even if you cannot feel it? (Yes)
Next, have the children wave their bare hands very quickly up and down (like birds flapping their wings).
What do they feel on their hands? (Resistance as their hands move through air) Ask them to look around
to see if they can detect the movement of air by examining objects around them — tree leaves and
branches, blades of grass, flower stalks, a squirrel’s bushy tail, or a friend’s hair.
Repeat the vinegar activity outside. Bring your flip chart or dry-wipe board outside. Have the children
stand in random order, close their eyes, and hold their noses. Bring the bowl and bottle of vinegar outside,
place the bowl in the middle of the area in which the children are standing, and pour in the vinegar. Have
another adult stand near the bowl and hold up the ribbon to gauge the direction of the wind and keep
track of whether it changes during the experiment. Ask the children to unplug their noses and raise their
hands an soon as they smell the vinegar (keeping their eyes closed). Put numbers next to their names based
on the order in which they raised their hands. Once all or most of the children have smelled the odor,
tell them to open their eyes and show them the location of the bowl. Walk from person to person in the
order in which they smelled the vinegar. The order will depend on the direction(s) of the wind during the
experiment. Then ask if they can explain why some people smelled it first and why others smelled it last
or not at all (see “Discussion Questions” below). Ask the adult volunteer with the string to tell the youth
which direction(s) the wind was blowing during the experiment and see if that helps the youth determine
how the smell moved among them.
Discussion Questions
Did the children standing closest to the vinegar smell it first? Did the children standing
farthest away smell it last?
Answer(s): Will vary, depending on the shape of and airflow in the room for the indoor experiment and
the wind direction(s) outside for the outdoor experiment. Indoors, the children standing closest the vinegar
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should have smelled it first and those farthest away smelled it last. However, when outside, some of the
children standing close might smell it first but others nearby might not because of the direction of the
wind. The direction and speed of the wind affects the movement of odors and other pollutants.
Why was the vinegar odor able to travel around indoors and outside?
Answer(s): The air and wind carried it. Even indoors, air is moving – it’s just not usually fast enough
that we can feel it without a fan moving it. That’s because the walls limit how the air can move. Outside,
air has much more freedom to move and is affected by weather conditions. Wind is created when warm
air rises and cold air jumps in to take its place.
How can wind affect air pollution?
Answer(s): Wind can move pollution from one location to another. A strong wind can carry air
pollution for hundreds of miles, across rivers and state borders. So it’s important to identify the source(s)
of air pollution to help prevent people, animals, and plants from getting sick.
Estimated Time
About 60 minutes depending on your indoor and outdoor locations and how much discussion time you
have with the children.
Ages
Recommended for ages 5 to 8.
For ages 9 to 11, you can spend more time on the concept of air pollution and sources of pollution as well
as what we can do to clean up our air.
Credits
Adapted from “Pardon Me, But What’s Air” activity from A Teacher’s Guide to Air Quality Awareness
Week, by the Clean Air Campaign and the Georgia Department of Education, 2012.
Related Sources
Particulate Matter: www.epa.gov/pm
What Is Particulate Matter? www.airinfonow.org/html/ed_ particulate.html
Young Ikes Activity Book — Ages 5 to 8, by the Izaak Walton League of America, 2011.
Page 3 – Air.
Young Ikes Activity Book — Ages 9 to 11, by the Izaak Walton League of America, 2011.
Page 4 – Air.
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C A T E G O R Y : air
A dditio na l Learning O bjectives
These additional “air” learning objectives may be helpful to chapter youth leaders who want to add
activities and prepare lessons of their own. Consider teaching the following:
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Human activities send many toxic pollutants into the air — such as ground-level ozone, lead, and
mercury — that endanger human health. The impact on our health of long-term exposure to most
of these pollutants remains unknown.
Through photosynthesis, plants absorb carbon dioxide from the air and combine it with water to
form glucose molecules that capture sunlight and turn it into food energy. The vast majority of
animals on Earth, including humans, depend on this process for our food.
Carbon dioxide and methane gas produced by burning fossil fuels and other human activities is
contributing to a changing climate that is affecting the natural world as well as our water and other
natural resources.
ADDITIONAL AIR LEARNING OBJECTIVES
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ADDITIONAL AIR LEARNING OBJECTIVES
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C A T E G O R Y : air
A dditio na l P RO J E C TS
a nd A C tivities
These additional projects and activities are related to “air” and may be helpful to chapter youth leaders
who want the youth to further participate in chapter-hosted projects or activities.
Consider using these resources found on the Izaak Walton League Young Ikes Web page:
www.iwla.org/youngikes
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Clean Air Maze: Clean air is healthy for people, trees, and wildlife. Find your way past the
pollutants. (Found in the Young Ikes Activity Book for ages 5 to 8)
Energy Quiz and Word Scramble: Different energy sources can affect the air you breathe. Learn
what they are and find out more about each energy source’s good and bad points. (Found in the
Young Ikes Activity Book for ages 9 to 11)
Consider these resources found on the Izaak Walton League Youth Programs Web page
(subject to change): www.iwla.org/youthprograms
Ages 5 to 8 (Kindergarten to 3rd Grade)
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Bicycle Rodeo: Going “green” includes encouraging families to drive less often. A bicycle safety
event is a great way to get the community involved at your chapter and spread the word about your
chapter’s other “green” initiatives. (Cascade Bicycle Club Education Foundation)
Ages 9 to 11 (4th to 6th Grades)
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Make a Solar Oven: Instructions on making a solar oven from scratch. (U.S. Department of
Energy)
Build a Basic PVC Wind Turbine: This wind turbine model is designed to be used as an
educational tool. (Kidwind Project)
A D D I T I O N A L air P R O J E C T S A N D A C T I V I T I E S
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A D D I T I O N A L air P R O J E C T S A N D A C T I V I T I E S
YOUTH ACTIVITIES
CATE GORY:
WOODS
Woods
SUGGESTED YOUTH ACTIVITY LESSON PLAN
C A T E G O R Y : w oo d s
TO M A KE A TRE E
Learning Objectives
To learn the parts of a tree and what each part does to help keep trees alive.
Materials
None.
Activity Description
In this lively activity, children will act out the parts of a tree to learn tree biology. Ideally, you should
have a group of 12 or more children for this activity. You can make adjustments based on the size of your
group and also encourage adult mentors to join in.
After assigning each role and describing what that part of the tree does, have the group practice its role.
Include parts such as heartwood, taproot, lateral roots, sapwood, cambium and phloem, and bark.
Step 1: Select one to three people (depending on group size) to be the tree’s heartwood, and ask them
to stand with their backs together.
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Heartwood provides the strength to hold the tree’s trunk and branches up so that the leaves can
gather sunlight. (Think of it as a column holding up the front porch.) The heartwood is now dead,
but it once was alive and carried water up and food down through many needle-sized tubes within
the wood. Now, these little tubes are filled with resin and pitch (sap).
Heartwood Role: Tell the players to “stand strong and tall” and have them keep straight backs. If
they would like to add a sound, you can have them make a low, strong hum.
Step 2: Ask for one (or more with a large group) child to volunteer to be the taproot. Ask the child to
sit against the heartwood, facing outward with his or her palms against the ground. Invite the child to
imagine sending a long root deep into the ground, about 15 to 30 feet.
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The taproot allows the tree to drink water from deep in the ground and also helps the tree stay
stable during wind storms. Not all trees have a taproot, but many do.
Taproot Role: When you say, “Drink up,” the taproot should make a low slurping sound.
Step 3: Ask for two to three (or more) volunteers to be the lateral roots. (People with long hair are
helpful here!) Ask the lateral roots to lie on the ground with their feet toward the heartwood, arms
reaching above their heads, and to spread their hair out around their heads.
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Thousands of lateral roots grow outward from a tree in all directions. Lateral roots help hold the
tree up, but they have another important job: At the tip of each lateral root are tiny root hairs that
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detect water and grow toward it to suck it up. The tough cells at the tips of the root hairs allow
them to grow through the ground.
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Lateral Root Role: When you say, “Drink up,” the lateral roots should make a big, loud
slurping noise.
Step 4: Ask for a small group (three to five) to play the sapwood. Ask these people to form a circle
around the heartwood, facing inward, and holding hands.
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Sapwood (also known as the xylem) draws water up from the roots and carries it to the highest
parts of the tree. The sapwood can pump hundreds of gallons of water a day (depending on the size
of the tree).
Sapwood Role: When you say, “Bring the water up!”, the sapwood should kneel down (still holding
hands — a fun balance challenge!) and then rise up, making a “Wheeee!” sound that starts low
and gets higher as they stand up.
Step 5: Choose a group of volunteers to be the cambium and phloem (pronounced “FLOW-em”)
layers. This group should stand around the sapwood, also facing inward and holding hands.
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The cambium layer is where the tree grows, and it adds a new layer to the sapwood and phloem
each year. This is how tree rings are created!
The phloem layer is where the food (sap) produced by the leaves is moved throughout the tree.
The phloem is also called the “inner bark” because it is the layer just underneath the tree’s bark
and may eventually turn into bark.
Cambium/Phloem Role: Ask the youth to raise their arms up and out, intersecting them with their
neighbors (like branches of a tree). When you say, “Leaves, make food,” the cambium/phloem
participants flutter their hands like leaves gathering sunlight. Then direct them to “Move food!”
Now, they make a descending “whooshing” sound as they kneel down and lower their arms to the
ground, moving the sap down from the leaves to the rest of the tree.
With two groups moving up and down for their roles, it will be helpful to space out the “layers” so the
children have room to move.
Step 6: Have the remaining people circle the tree, facing outward. They will play the bark of the tree.
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Ask the bark from what dangers they protect the tree. (Examples include fire, insects, extreme
temperatures, people who carve into bark)
Bark Role: Explain that they should take the stance of a football player ready to block intruders
(knees bent, hands on thighs — this is not a traditional football stance but one that will keep them
from falling over!). Tell them to “be tough!” Then turn your back and lift two pencils or twigs to
your head like the antennae of an insect borer. Make a menacing sound and grimace your face.
Try to break through the bark participants to get to the inside of the tree, allowing them to keep
you out.
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Step 7: Finally, go through all of the commands, one at a time:
“Heartwood, stand strong and tall!”
“Roots, drink up!”
“Sapwood, bring the water up!”
“Leaves, make food!”
“Phloem, move food!”
“Bark, be tough!”
Repeat this several times, eventually not providing the names of the tree parts. Once done, celebrate
with a round of applause! If the group wants to continue to play “tree,” have them switch roles and try
different parts of the tree or, if you have a large enough group, some of the children can play the roles of
insects and other animals trying to attack the tree (a sort of Red Rover game).
Discussion Questions
What is the function of these parts of a tree?
Heartwood?
Answer(s): The heartwood provides strength so the tree can support its trunk and branches.
Taproot?
Answer(s): The taproot allows trees to get water from deep in the ground and also helps trees stay stable
during wind storms. Note: Not all trees have a taproot, but many do.
Lateral roots?
Answer(s): Lateral roots also help support the tree. Importantly, they grow laterally to the sides to get
water. They have tiny root hairs that detect water, grow toward it, and then suck it up.
Sapwood?
Answer(s): Sapwood (also known as the xylem) draws water up from the roots and carries it to the
highest parts of the tree. The sapwood can pump hundreds of gallons of water a day.
Cambium and Phloem?
Answer(s): The food produced by the leaves is moved throughout the tree in the phloem. The cambium
layer is where the tree grows, and it adds a new layer to the sapwood and phloem each year. This is how
tree rings are created!
Bark?
Answer(s): The bark helps defend the tree from injury, disease, and some pests. It also slows the loss of
water from trees and helps protect trees from temperature extremes.
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Estimated Time
20 to 30 minutes.
Ages
Recommended for 5 to 8.
For ages 9 to 11, no specific changes are needed for this activity. Youth in this age group might like to
study the cross section of a cut tree (if you have access to a stump or log) and try to identify the various
layers and count the rings to see approximately how old the tree was when it died. Wider growth rings
often indicate favorable growing conditions, and a short distance between rings can indicate stress from
drought, flood, or other unfavorable conditions.
You can use Trees (A Golden Guide) as an introductory text. The Sibley Guide to Trees is a comprehensive
reference book to trees better suited for this age group.
Credits
Adapted from “Build A Tree” from Sharing the Joy of Nature by Joseph Bharat Cornell, Dawn
Publications, 1989.
Related Sources
The Anatomy of a Tree: www.arborday.org/treeGuide/anatomy.cfm
Parts Of A Tree: www.ncforestry.org/webpages/classroom%20activities/trees/partsoftree/index.htm
The Sibley Guide to Trees, by David Allen Sibley, Alfred A. Knopf, Inc., 2009.
Trees (A Golden Guide), by Alexander Martin and Herbert Zim, St. Martin’s Press, 2001.
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C A T E G O R Y : w oo d s
LE A F M AT C HING
Learning Objectives
To help kids learn to observe nature closely and introduce them to the idea that you can distinguish
different kinds of trees by their leaves.
Materials
Leaves from four different kinds of trees (total number of leaves should be at least the number of
children participating in the activity), note cards or scrap paper, pens or markers, poster board, glue.
Activity Description
Before the activity, collect leaves — alive or dead — from a range of tree species. Depending on the
amount of time you have and which activities you plan to tackle, you could have the youth help you
collect leaves or put together a collection in the days prior to the event. Different types of leaves you
might collect include:
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Single leaf on a stem
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Multiple leaves on a stem
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Fan-shaped leaf on a stem
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Different number of projections on the leaves (like the fingers on a hand)
With single and multiple leaves on a stem, trees are further identified by whether the leaves appear
exactly opposite from each other or alternate across the stem (for multiples) or the tree branch (for
singles). If you find a branch with leaves still attached, the position of the leaves will offer additional
clues to the tree species.
Although pine needles will not work for the activities described here, they still offer a great discussion
point about what trees have these leaves and why. This is also a great opportunity to identify poison ivy
and poison oak (if you have them in your area) and explain how to identify and avoid them!
Once the leaf collection is assembled, you can use the leaves for several different activities:
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Leaf groups. Take equal numbers of leaves of four different kinds of trees and distribute them
evenly among the kids, one leaf for each person. Have the kids then find the others with the same
kinds of leaves. This will form small groups.
Describe your leaf. Each group can then write a brief description of the team leaf on a note
card, listing as many details as possible. The leaves can then be put in a pile. Each team gets the
card written by another team and tries to identify the leaf described on the card. (If you have only
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a few youth at your event, you can do this project without breaking into teams. Have each person
describe his or her own leaf on a note card. Then mix up the note cards, hand them out, and let
the guessing begin.)
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Where’s my leaf? Ask each child to make an identifying mark on the bottom of his or her own
leaf. Then ask the kids to return their leaves to a pile, making sure the marks are not showing.
You can also combine these leaves with others to make this game a little more challenging. After
stirring the leaves up a bit, ask each child to find his or her particular leaf (without looking for the
mark). While the leaves are picked or after every child has found his or her own leaf, ask them to
describe to the rest of the group how they knew which leaf was theirs.
Leaf chain. If you do this activity during autumn, have the youth make a chain of leaves based on
color gradation (e.g., starting from dark red and working their way to orange, yellow, light green,
and dark green). These can be glued to white poster board. Discuss why leaves change color in
autumn and fall off trees.
Discussion Questions
How does each leaf differ when compared with the others?
Answer(s): Will vary depending on availability and variety of trees and leaves on a given forested site.
Encourage the youth to look at shapes, colors, the number of leaves on a stem, and whether the two sides
of each leaf are symmetrical.
Did all of the leaves from the same tree look identical, or are there ways that they
varied?
Answer(s): Will vary depending on availability and variety of trees and leaves on a given
forested site.
If you folded the leaves in half, did the halves of any look identical? Which ones? Were
there any that were not identical when folded in half? (These are known as asymmetrical
leaves.)
Answer(s): Will vary depending on availability and variety of trees and leaves on a given forested site.
Note: Asymmetry in leaves can be exaggerated in diseased trees, such as elm trees with Dutch
elm disease.
Why do leaves change color in the autumn and fall off trees?
Answer(s): In the winter, there is not enough light or water for photosynthesis — the process trees use
to make food from sunlight. A chemical called chlorophyll is an important part of photosynthesis. This
chemical also makes the leaves green. When nights grow longer and cooler, the trees slow down the foodmaking process (in the winter they live off stored food). When photosynthesis stops, so does production
of chlorophyll – and leaf colors are revealed. Other chemicals in the leaves are what produce the brilliant
yellows, oranges, and reds we love to see in the fall.
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According to the U.S. Forest Service, certain colors are characteristic of particular tree species. For
example, oaks turn red or brown and hickories turn golden bronze. The fall color of a maple tree depends
on the species — red maples turn red (as the name suggests). But black maples turn yellow. Leaves on
other species like elms simply turn brown and fall off the tree.
“Evergreens” are trees that never lose their leaves — usually needles rather than traditional flat leaves.
Estimated Time
20 to 30 minutes.
Ages
Recommended for ages 5 to 8.
For ages 9 to 11, no specific changes are needed for this activity. You could also show the youth how to
use a tree field guide to identify trees to group or possibly to species. Start with distinctive trees or groups
of trees such as maples, oaks, and ash. For example, it’s not so important that it’s a green ash or black
ash, but that they can at least identify to the group.
Many tree guides are difficult for kids to use, so it will be very helpful to find a guide to trees local to
your area. Otherwise, Trees (A Golden Guide) is good for young children. The Arbor Day Foundation’s
online identification guide, “What Tree Is That?”, is very useful if you have access to computers and
the Internet.
Credits
Adapted from “Matching Leaves” from Nature with Children of All Ages by Edith Sisson, Massachusetts
Audubon Society, 1982.
Related Sources
What Tree Is That? www.arborday.org/trees/whatTree
Why Leaves Change Colors: www.na.fs.fed.us/fhp/pubs/leaves/leaves.shtm
The Sibley Guide to Trees, by David Allen Sibley, Alfred A. Knopf, Inc., 2009.
Trees — Fandex Family Field Guide, by Steven Aronson, Workman Publishing, 2010.
Trees (A Golden Guide), by Alexander Martin and Herbert Zim, St. Martin’s Press, 2001.
L E A F M AT C H I N G
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TR E E I D R E LAY
Learning Objectives
To identify the differences in leaves from various tree species.
Materials
Small branches from various species of trees (the number of branches and species needed will depend on
the number of participants).
Note: Seek trees in remote forested sites and avoid cutting landscape trees.
Activity Description
This simple running game allows kids to practice observation and identification of trees in an energetic
and playful relay and is best done with at least 6 people.
Tree Study: Divide your participants into small groups of 2 to 4 players, each group sitting together in a
circle. Give the first group several branches from one tree species, give the second group several branches
from a second species of tree, and so on. Ask the groups to carefully observe the traits of “their” tree. Do
the leaves have teeth along the edges? Lobes (sections of the leaf that jut out like fingers on a hand)?
Are the lobes rounded or pointed? What is the general size of the leaves and their shape? Are the leaves
opposite from each other or do they alternate across the branch? Are there buds on the branches? (See
“Discussion Questions.”)
Relay Race: While the teams are studying their branches, mark a starting line using sticks, rope, or any
other object you have at hand. Line the kids up in their groups behind the line. Then, walk a distance
away (say 20 yards) and spread all the sample branches around in a random order. You will need to have
at least as many samples of each species as there are kids on a team; a few more is better.
Explain that this will be a relay race. When you give the signal, the first team member in the line should
run to the line of branches, pick up a branch from their team’s tree, race back, and tag the next player.
Mentors will need to be standing with each team to ensure the correct branch is selected by each team
member. The first team done with the correct branches wins!
You can play the game more than once, giving each team a different species each time.
Bonus: To make the game more challenging, put out branches of trees that were not assigned to any of
the groups and that have similarities to species studied by the groups. For example, a group assigned a
red oak will have to look carefully to distinguish it from white oak! Ideally you would have to double the
number of species.
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SUGGESTED YOUTH ACTIVITY LESSON PLAN
Race Option #2: Divide the children into teams of four and have the teams face each other about
30 feet apart. (You will need to mark lines for each team.) Kids on both teams count off and receive a
number (1 – 2 – 3 – 4). The samples of branches are placed between the two groups. The game begins
when you call out the name of a tree branch and a number. (For example, “The next plant is a sugar
maple and the number is four!”) The person who is number 4 on each team races to the center and
selects a sugar maple branch. The first one back to their line with the correct answer gains two points for
their team; wrong answers result in a deduction of two points.
Note: Unless the kids have learned tree identification through other activities, this version of the game
requires all players to become familiar with all of the trees before the game begins.
Discussion Questions
Do the leaves have teeth along the edges?
Do the leaves have lobes along the edges? Are the lobes rounded or pointed?
What is the general size of the leaves and their shape?
Do the leaves connect to the twig evenly or unevenly?
Are there buds on the branches?
Answer(s): Will vary depending on availability and variety trees and leaves on a given forested site.
Estimated Time
15 to 20 minutes.
Ages
Not recommended for ages 5 to 8 because of the depth of the questions asked.
Recommended for ages 9 to 11.
Note: If you are working with a mixed-aged group, the younger players can be divided among teams of
older players. Allow the team members to collaborate on branch selection.
Credits
Part of this activity adapted from Sharing Nature with Children, by Joseph Bharat Cornell, Ananda
Publications, 1979.
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Related Sources
What Tree Is That? www.arborday.org/trees/whatTree
The Sibley Guide to Trees, by David Allen Sibley, Alfred A. Knopf, Inc., 2009.
Trees — Fandex Family Field Guide, by Steven Aronson, Workman Publishing, 2010.
Trees (A Golden Guide), by Alexander Martin and Herbert Zim, St. Martin’s Press, 2001.
T R E E I D R E L AY
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T R E E I D R E L AY
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C A T E G O R Y : w oo d s
F I ND Y OU R TRE E
Learning Objectives
To practice careful observation skills while getting to know an individual tree and further use senses
other than sight to identify different types of trees. This activity also helps build a deeper relationship
with nature.
Materials
Blindfolds (any squares of dark cloth should do); possibly journals and pencils.
Activity Description
This is a relatively quiet activity that requires concentration and focus. The activity is designed to be
done with groups of two people, but you can make adjustments based on the number of youth in your
group (such as using groups of three instead).
Step 1: Location. Scout out an outdoor location that has samples of at least several different species
of trees. Try to find an area that is relatively flat and free of rocks and logs. Check especially for animal
holes or other things on the ground that could cause injury to blindfolded participants.
Step 2: Demonstration. Select a volunteer to help you demonstrate the activity. Explain that you will
be dividing the group into pairs, and each pair will have one blindfold. As you place the blindfold on
your volunteer, remind the group to adjust blindfolds comfortably so that they are not too tight or too
loose.
Explain that you will slowly walk your partner to a nearby tree that he or she will get to know carefully
while blindfolded. Their challenge is to get to know the tree so well that you can find the tree without
the blindfold on!
Caution: People wearing blindfolds should keep their eyes closed so they cannot see anything out the
bottom or edges of the blindfold and their eyes do not get irritated.
Gently and slowly spin your partner so that he or she is not completely disoriented. Select a tree and
walk your volunteer to it (20 to 30 yards is doable, but you should adjust the distance based on the age
of the group). To truly test their observation skills, it is best not to take a direct route to the tree. Once
at the tree, show your group how to gently put your partner’s hands on the tree so they can feel it and
direct their hands to any branches that they might bump into. The blindfolded partner carefully touches
and smells the tree. Once confident in their ability to identify it, the blindfolded partner informs the
seeing partner, who slowly and gently winds them around the game area to a point where the blindfold is
removed. Now, the newly seeing partner tries to find the tree.
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Step 3: Game On. Define the boundaries of the game area, divide the children into pairs (or other
groupings), and pass out blindfolds. After the first round, partners switch roles. Decide ahead of time
how many turns you want each player to take. The activity can continue for as long as there are different
types of trees to examine. After the teams are finished, bring them together to discuss what they found.
Note: Some children may be uncomfortable being blindfolded, especially young children. Explain that if
they do not want to wear a blindfold, they can simply do the activity with their eyes squeezed shut (no
peeking!). The younger the group, the shorter the walking distance should be between the starting point
and the tree.
Discussion Questions
How did you identify your tree?
Answer(s): Will vary depending on availability and variety of trees on a given forested site. Ask the
children to talk about the size of the tree or its branches and leaves, the texture of the bark, the texture of
the leaves, and even what they smelled and heard around the tree that helped them identify “their” tree.
The differences they found in leaves, bark, and branches are also what make different trees useful to
different species of wildlife — both when trees are alive and when they are dead.
Trees provide food and shelter for a variety of wildlife, including insects, birds, lizards, and mammals.
When planting new trees, it’s important to use native trees (a tree naturally found in North America
rather than one imported from overseas) because wildlife here cannot use most non-native trees for food
or shelter. Some non-native plants are invasive, meaning they will kill native plants and take over the
landscape, which is a problem if wildlife cannot use these plants for food or shelter.
Estimated Time
20 to 30 minutes.
Ages
Recommended for ages 5 to 8, although the activity is likely to be more successful for youth at the upper
end of this age group.
Youth ages 9 to 11 will also enjoy this activity. As a spin-off activity, you can introduce these children
to the idea of nature journals. Claire Walker Leslie has several helpful books that will further guide you
on this related activity (see “Related Sources”). Students could record their observations about each
tree they explored with their senses, draw pictures of their trees, and make note of its special features or
things they found particularly interesting about each tree.
Credits
Adapted from “Meet A Tree” from Sharing Nature with Children, by Joseph Bharat Cornell, Ananda
Publications, 1979.
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SUGGESTED YOUTH ACTIVITY LESSON PLAN
Related Sources
What Tree Is That? www.arborday.org/trees/whatTree
Keeping a Nature Journal: Discover a Whole New Way of Seeing the World Around You, Claire Walker Leslie,
Storey Publishing, 2003.
Nature Drawing: A Tool for Learning, by Claire Walker Leslie and Kendall Hunt, 1995.
Trees (A Golden Guide), by Alexander Martin and Herbert Zim, St. Martin’s Press, 2001.
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FIND YOUR TREE
S U G G E S T E D Y O U T H A C T I V I T Y L E SS O N P L A N
C A T E G O R Y : Woo d s
Tree I d F ield G uid e
Learning Objectives
To learn how to identify trees common to your area.
Materials
Pencils, white paper (tabloid size 11 inches by 17 inches or legal size 8½ inches by 14 inches), crayons or
fine-tipped markers, clipboards, stapler, staples, and possibly a personal computer.
Note: Tabloid-size paper works best because the papers will be folded. Otherwise, legal size will suffice.
Activity Description
Tree identification guides can often be difficult for kids to use. The differences between trees are often
subtle, and a lot of choices exist from which to choose. If the chapter leader knows how to identify at
least some of the trees on the property, he or she can help kids not only learn how to identify trees but
help others do so as well.
Take the kids out on the property to look at a variety of trees that you have already identified. At each
tree, ask the kids to note and sketch the following:
NN
NN
NN
What the leaves look and feel like (color, shape, texture).
What the bark looks and feels like. Ask them to hug the tree, pressing their cheeks against the bark
— unless it is poison sumac or the tree trunk is covered with poison ivy vines!
What the silhouette looks like (tall and straight, broad, scraggly). Ask the kids to mimic the tree’s
shape with their bodies.
NN
Whether there are any flowers or fruit hanging from the tree or fallen on the ground.
NN
Any odd features, such as thorns or burls (knotty growths on the trunk)
Once back in the chapter house, the youth can begin to make the tree field guide. Ask the kids to work
together to choose three aspects of each tree to use in identifying the tree. (This may go more smoothly if
you organize the kids into pairs and assign specific trees to each pair.) Give the teams sheets of scrap paper
to sketch leaves and write down identification ideas. Each entry in the field guide should feature a drawing
of the leaf along with up to three identification clues presented by bullet point.
When the teams have worked out what they want to present in the guide, distribute sheets of paper. The kids
should fold the sheets of paper in half; these will be the field guides. On each page, a pair can sketch the leaves
they are responsible for and neatly write down the identification points. Have the youth sign their illustrations
as well. Once the pages for the guide are completed, staple the “spine” of the guide (the folded edge).
tree i d fiel d gui d e
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You may choose to produce a more polished product using a computer desktop publishing program. Make
as many copies as the kids have stamina for (or make color copies before you staple the pages), and give
the guides to chapter visitors to use.
Discussion Questions
Which tree did you find to be:
NN
The most common? The rarest?
NN
The easiest to identify? The most difficult?
NN
The most attractive? The most interesting?
NN
The one with the most interesting fruit?
NN
The one with the fruit most valuable for wildlife?
NN
The one with the most interesting flowers?
How did the trees vary with the habitat? For example, did you find different trees in wet
or swampy areas from trees in upland forests?
Were the young saplings growing in the shade the same as or different from the
large trees providing the shade? With this evidence, what trees do you think will be
dominating (growing the largest and tallest) this site in 100 years?
Answer(s): Will vary according to the site and available tree species.
Estimated Time
60 minutes or more.
Ages
Recommended for ages 5 to 8. However, you might just want to focus on common and easily-identified
trees. You might also want to make supersized tree guides using white construction paper or pieces
of poster board held together with paper fasteners to accommodate hand-motor skills that are still
developing. Note: Trees (A Golden Guide) is an excellent introductory text on trees for young children.
For ages 9 to 11, increase the quantity and variety of trees studied. Note: The Sibley Guide to Trees is a
comprehensive guide to trees and is better suited for older youth.
Related Sources
The Sibley Guide to Trees, by David Allen Sibley, Alfred A. Knopf, Inc., 2009.
Trees (A Golden Guide), by Alexander Martin and Herbert Zim, St. Martin’s Press, 2001.
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A d d itional Learning O bjectives
These additional “woods” learning objectives may be helpful to chapter youth leaders who want to add
activities and prepare lessons of their own. Consider teaching the following:
NN
NN
NN
NN
Forests are more than just trees — they include a huge spectrum of plants, animals, fungi, and
other living things.
Different types of forests — with different types of trees, plants, and wildlife — are found
throughout the United States. Participants can learn how to identify common species in their area.
We obtain many useful products from forests besides timber, including fruits, nuts, ferns,
and mushrooms.
Millions of people enjoy recreation in forests, participating in such activities as hiking, hunting,
fishing, bird and wildlife watching, outdoor photography, and camping.
NN
Forests provide essential habitat for a wide range of North American wildlife.
NN
Forests protect soil from erosion and maintain its fertility and structure.
A DD I T I O N A L w oo d s L E A R N I N G O B J E C T I V E S
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A d d itional PRO J E C TS
an d A C tivitie s
These additional projects and activities are related to “woods” and may be helpful to chapter youth
leaders who want the youth to further participate in chapter-hosted projects or activities.
Thes
who
Consider using these resources found on the Izaak Walton League Young Ikes Web page:
www.iwla.org/youngikes
Cons
www
NN
NN
Matching Game and Coloring Page (ages 5 to 8): Trees provide many important benefits to
wildlife. Color the picture, then match the animal names to the creatures found in it. (Found in the
Young Ikes Activity Book for ages 5 to 8)
NN
Word Scramble (ages 9 to 11): Unscramble the names of animals that rely on dead and dying
trees for food and shelter.
Consider these activities found in the IWLA Chapter Manual under Unit IV, Sample
Conservation Projects:
NN
NN
NN
Cons
(sub
Invasive Plant Species Removal: Organize volunteers to remove invasive plants from an infested
area on chapter grounds, in your community, or on public lands.
Ages
Reforestation: Establish new woodlands and urban forests using native tree species. Trees can be
purchased and planted or raised in seedling beds and holding areas on chapter grounds. (After they
mature to a designated size, these seedlings can be replanted.)
Reforestation With Native Nut-Bearing Trees: Reforest a local site with collected native nuts
and other seeds. Your chapter can gather the nuts and seeds and plant them in areas where more
trees are needed, or you can use them to raise seedlings for other conservation projects.
NN
NN
Ages 5 to 8 (Kindergarten to 3rd Grade)
NN
How To: Collect and Plant Nuts: With autumn comes an abundance of acorns, walnuts, and
other nuts strewn across the ground. These native seeds can be collected and put to good use.
(Izaak Walton League)
How To: Recycle a Christmas Tree: The fresh smell of pine today will be replaced by dry, dead
branches and lots of pine needles in January. But there are plenty of other uses for that tree. (Izaak
Walton League)
A DD I T I O N A L w oo d s P R O J E C T S A N D A C T I V I T I E S
NN
Ages
Consider these resources found on the Izaak Walton League Youth Programs Web page
(subject to change): www.iwla.org/youthprograms
NN
NN
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Ages 12 to 17 (7th to 12th Grades)
NN
2
Backyard Conservation: Whether you have acres in the country or a small suburban yard, you
can help protect the environment and add beauty to your surroundings. (Natural Resources
Conservation Service)
A DD I T I O N A L w oo d s P R O J E C T S A N D A C T I V I T I E S
YOUTH ACTIVITIES
CATE GORY:
WATERS
Waters
SUGGESTED YOUTH ACTIVITY LESSON PLAN
C AT E G O RY: WAT E R S
F I SH I NG F O R PO ND C RE ATURE S
Learning Objectives
To observe some of the small creatures that live in aquatic environments and learn about their
importance in the food chain and other aspects of local ecosystems.
Materials
Aquatic dip nets, kitchen strainer (with handle), eye droppers, tweezers, white porcelain pans (with
a small amount of pond water), white plastic tablecloths or drop cloths, plastic containers, aquatic
creatures field guide, hand lenses or small magnifying glasses, a small aquarium filled with water from
the pond.
Activity Description
A wonderful variety of small creatures live in and around ponds, and kids enjoy finding them. If you
have access to a pond — either on your chapter property or in a community space — arm the kids with
collecting tools and see what they can come up with. After catching the creatures, they can put their
catches in white porcelain pans filled with water, enabling everyone to watch the creatures swim around.
To catch pond creatures, youth can try various strategies:
NN
NN
NN
NN
Look for large creatures such as aquatic beetles, frogs, or fish and sweep them up with a dip net or
kitchen strainer. Transfer them promptly to a pan with water or (depending on size) the aquarium
filled with pond water.
Collect clumps of floating plants like duckweed or algae and gently pick them apart in one of the
white porcelain pans or on a white drop cloth. Transfer critters to a clean pan with water.
Scoop up mud and gravel from the pond bottom with plastic containers, watch what emerges after
the sediment settles, and move creatures from the containers to a pan with an eye dropper
or tweezers.
Gently scrape the underside of the banks with a kitchen strainer to loosen any creatures that may
be under there. Empty the strainer contents into a white pan or onto the drop cloth to sort through
the mud and other materials. Transfer critters to a clean pan with water.
To identify your catch, use a youth-friendly field guide such as A Volunteer Monitor’s Field Guide
to Aquatic Macroinvertebrates Field Charts or Pond Life (A Golden Guide). Youth can use hand lenses
or magnifying glasses to study very small animals such as mosquito larvae, water fleas, and other
tiny crustaceans.
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The kids might want to keep some of the creatures they caught. You can take those creatures back
to your chapter and keep them for a few days in the aquarium for educational purposes. Be sure to
use water from the pond, not chlorinated tap water, in the aquarium. This is a good opportunity to
discuss why these creatures must be released back into their original habitat rather than discarded
elsewhere. After a few days, you can release the creatures back into the pond, perhaps accompanied by
a little ceremony.
Caution: Mixing children and water makes for a fun event, but this also requires additional safety
measures on your part. Ask one of your volunteers to serve as an observer, standing away from the action
with a good view of the water area in which the kids are splashing. Ideally this person would be certified
in CPR and have lifeguard training (this would be a great role for teens or college students volunteering
with your chapter youth program). Depending on the depth of the pond, you may want to consider
child-sized life jackets for each youth participant to ensure safety while near the water.
Discussion Questions
How do the creatures share the pond? In which specific mini-habitats do they live?
Answer(s): Will vary depending on the creatures you find. For example, it might include water striders
and whirligig beetles on the pond’s surface; water beetles, small fish, and tadpoles swimming; and
dragonfly and mayfly larvae in the mud.
What do the creatures eat? Which ones eat plants and which ones eat other little
creatures?
Answer(s): Will vary depending on the creatures you find. For example, water fleas eat tiny microscopic
organisms, water boatman beetles eat plant material, water striders and whirligig beetles eat insects that
fall on the water and can’t escape, mayfly larvae eat water plants and algae, and dragonfly larvae and
water bugs are insect predators. Large water bugs can even subdue small fish and tadpoles.
Which creatures live their entire lives in water? Which ones only live in water as larvae?
Answer(s): Permanent aquatic residents may include water striders, whirligig beetles, water boatmen,
backswimmers, water fleas, and giant water bugs. Animals that live in water only in their larval stages
include dragonflies and mayflies, mosquitoes, and tadpoles or young frogs.
Why do you think these creatures are important to larger animals like frogs, fish, and
birds? Do you see any of these larger animals around the pond?
Answer(s): Frogs, birds, and bats eat flying insects, the larvae of which can live in water. Aquatic
insects are a vital food source for many kinds of fish.
If you see birds, what are they doing?
Answer(s): Will vary. Perhaps they will see a heron stalking fish or a Great Crested Flycatcher in
search of insects.
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Estimated Time
45 minutes.
Ages
Recommended for ages 5 to 8.
For ages 9 to 11, no changes are needed to the activity.
Related Resources
A Volunteer Monitor’s Field Guide to Aquatic Macroinvertebrates Field Charts, by the Izaak Walton League
of America, 2002.
Aquatic Invertebrate Illustrations: www.aces.edu/pubs/docs/A/ANR-0911/
Aquatic Invertebrate Illustrations: www.riverwatch.ab.ca/how_to_monitor/invert_identifying-ident.cfm
Pond Life (A Golden Guide), by George Reid, St. Martins Press, 2001.
The Guide to Aquatic Insects and Crustaceans, by the Izaak Walton League of America, Stackpole
Books, 2006.
F I S H I N G F O R P O N D C R E AT U R E S
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SUGGESTED YOUTH ACTIVITY LESSON PLAN
C AT E G O RY: WAT E R S
S T R E A M C R E ATURE C O NS TRUC TION
Learning Objectives
To learn how stream-bottom macroinvertebrates are adapted to their swift-water habitat.
Materials
Craft materials and tools for making stream creatures. For example: Construction paper, tape, yarn,
scissors, pipe cleaners, balloons, straws, crayons, egg cartons, cardboard tubes.
Activity Description
A “macroinvertebrate” is an animal with no backbone that you can see without using a microscope.
Stream-bottom macroinvertebrates — including aquatic insects (such as dragonfly and damselfly larvae)
and crustaceans (such as crayfish, snails, and clams) — are good indicators of water quality because they
live in the same area of a stream most of their lives and differ in their sensitivity to pollution. Which
macroinvertebrates you find in a stream indicates the pollution level of the water.
How do these creatures survive and stay in one place when swift-flowing water is moving all around
them? That’s what the children will find out.
Organize the youth into teams of three or more and ask a member of each team to volunteer to be a
stream creature. (Alternatively, each team can decide together who should be the “creature.”) Ask the
rest of the team members to make the volunteer into a critter that can do the following in moving water:
NN
Catch food.
NN
Move around on the stream bottom.
NN
Camouflage or protect itself.
NN
Lay eggs.
NN
Keep from getting washed away.
Now the fun begins! Teams should use the materials at hand to create and attach body parts and
construct their critter. Provide a time limit for the construction phase, depending on the age group
(approximately 10 to 15 minutes). Once all the teams are done, ask each team to name their creature
and explain its adaptations — changes that allow it to survive and thrive in fast-flowing streams.
Depending on your groups, you could consider having a critter “fashion show,” with the children walking
down a pretend runway to show off their designs.
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You can then show the youth a few examples of interesting stream adaptations from sources such
as IWLA’s The Guide to Aquatic Insects and Crustaceans or Pond Life (A Golden Guide). Examples
might include
NN
NN
NN
NN
Caddisfly larvae, which live in little houses made of sand, pebbles, and tiny twigs to hide from fish
and other predators.
Net-spinning caddisfly larvae, which construct underwater webs to catch their food.
Black fly larvae, which attach to rocks and sticks using little suckers on their abdomens and move
by drifting downstream on silken threads that come out from tips of their abdomens.
Water penny beetles, which have flat bodies that allow them to move around on rocks without
washing away.
Options: You may find that every child wants to dress up as a stream critter. To keep everyone engaged,
change the activity to have each child construct one body part in the category of his or her choice. Or
divide the children into five groups and assign each group a body part that all the youth in that group
will build (such as “parts that help the creatures catch food under water”).
Discussion Questions
Did the creature that you invented look like any aquatic creature that you saw in a
guide? If so, which one(s)?
Answer(s): Will vary depending on what aquatic creatures are invented. Discuss not just the
appearance of creatures in the guide but what survival techniques they use that are similar to ideas the
youth had (such as different ways to cling to rocks in the water).
If you have a guide, point to the pictures of some aquatic creatures and ask: How is this
creature adapted to its aquatic lifestyle?
Answer(s): Will vary and might include:
NN
ong legs covered with hairs that trap air bubbles and enable water striders to float on top of the
L
water.
NN
Bifocal eyes for whirligig beetles, so they can look above and below the water’s surface.
NN
Long legs for swimming used by water boatmen and backswimmer insects.
NN
Camouflaged houses made by caddis fly larvae.
NN
Extendable mouthparts that dragonfly larvae use to snag their insect prey.
Estimated Time
30 minutes.
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Ages
Recommended for ages 5 to 8.
Equally applicable for ages 9 to 11. In addition, with this age group you can spend more time looking at
illustrations of stream-bottom macroinvertebrates and start talking about which ones can only live in
clean water and which thrive in polluted waters.
Credits Adapted from “Stream Sam And Sally” from Hands-On Nature: Information and Activities for Exploring the
Environment with Children, edited by Jenepher Lingelbach, Vermont Institute of Natural Science, 1986.
Related Sources
A Volunteer Monitor’s Field Guide to Aquatic Macroinvertebrates Field Charts, by the Izaak Walton League
of America, 2002.
Pond Life (A Golden Guide), by George Reid, St. Martins Press, 2001.
The Guide to Aquatic Insects and Crustaceans, by the Izaak Walton League of America, Stackpole Books,
2006.
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SUGGESTED YOUTH ACTIVITY LESSON PLAN
C AT E G O RY: WAT E R S
CAN Y OU SE E WATE R P O LLUTIO N ?
Learning Objectives
To learn about water pollution and how to detect it.
Materials
Five clear glasses, sample of stream water (taken within 24 hours of the activity), isopropyl (rubbing)
alcohol, food coloring, tap water (preferably from a municipal system), bottled spring water, tape/labels
and a permanent marker (to label glasses with water samples), paper (either pads of paper, a sheet of
paper on a clipboard, or note cards), and pens/pencils.
Activity Description
Before this activity begins, prepare five glasses with water samples. Label each glass with a capital letter
and fill the glasses with the following samples:
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Glass A: Tap water
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Glass B: Bottled spring water
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Glass C: Tap water with a few drops of food coloring (enough to distinctly color the water)
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Glass D: Tap water with a capful of rubbing alcohol
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Glass E: Stream water
Ask the children to look at the glasses and decide which ones contain polluted water. Depending on the
number of participants, you can have the children work in teams of 5 to 6 (which means you will need
one set of samples for each group) or this can be done as a demonstration for the entire group. Tell the
children that they should use their senses of smell and sight to judge the water quality.
Caution: Tell them not to taste any of the samples (they could get sick).
Have the children record their observations about each glass of water. Ask them to write down why they
believe certain glasses of water are polluted and others are not. Then discuss the answers.
Discussion Questions
Which water samples do you think are polluted and why?
Answer(s): Responses will vary.
C A N Y O U S E E WAT E R P O L L U T I O N ?
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SUGGESTED YOUTH ACTIVITY LESSON PLAN
Is using sight and smell the best way to determine if water is polluted?
Answer(s): No. Although smell and sight give you clues about potential pollution problems, they don’t
provide all the answers — and can even be misleading.
That’s why the Izaak Walton League developed the Save Our Streams program and Creek Freaks project
for kids — to test water quality using science.
For example, finding out which insects and other underwater creatures can survive in the water will tell
you a lot about the water quality. The water is not “polluted” because it has bugs in it. Some insects can
only live in clean water! An unusual color may or may not mean there’s a problem — perhaps an oddcolored soil washed into the water that day. You can use simple tools to measure chemicals and oxygen in
the water to find out if the water is healthy for fish and wildlife — and you!
Before you jump into a creek, you can use your sense of sight and smell to look for clues to water
pollution. If you do find a stream with an unusual color or a bad smell, tell an adult about it and ask
them to call the county or city authorities to check it out — it could be a sign of pollution and may not be
safe to play in. But to be sure about the quality of your water, you need to use scientific experiments, like
the ones in League programs.
Following are specific talking points for each of the five samples.
Glass A: Tap water can be considered “polluted” because it contains chlorine, which is added to
tap water in most parts of the country to make it safe to drink. Although chlorine is needed to
kill bacteria in the water that could make you sick, chlorine is extremely toxic to fish and other
aquatic life — if a pipe leaked chlorinated tap water into a stream, the chlorine would kill many
of the fish and other aquatic animals living there.
Glass B: Some companies get their bottled water directly from mountain springs that are
generally free from pollution — at least as far as fish and wildlife are concerned. However, these
companies do not have to test spring water to make sure it is safe for drinking, so it may be safe
for fish but not for you!
Many bottled water companies are now selling treated tap water — and even untreated tap
water — in plastic bottles. If this tap water contains chlorine, it would be considered “polluted”
for wildlife.
Glass C: Tap water with food coloring may “look” polluted because it has an odd color, but
unusual colors are not always a sign of pollution problems. The color could be caused by dirt
that washed into the stream — or by chemicals dumped there. The only way to know is to test
the water.
Glass D: Tap water with rubbing alcohol looks clean but smells terrible. It obviously is polluted,
even though it looks perfectly clear. Smells like this could be caused by sewage, chemicals, or
natural gases. However, this is just a first clue in finding out whether the water is polluted.
Glass E: Stream water should look a little dirty and have plenty of life in it — plants, insects,
other aquatic animals. If the water is very muddy or dark, it probably has too much dirt (also
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C A N Y O U S E E WAT E R P O L L U T I O N ?
SUGGESTED YOUTH ACTIVITY LESSON PLAN
called sediment) for fish and other aquatic animals to survive. This sediment can clog fish gills,
smother fish eggs, and block the sunlight that water plants need to grow.
What did you learn about detecting water pollution? Name some types of pollution that
could harm your stream.
Answer(s): Just because water looks clean does not mean that it is clean and healthy — and just
because water has dirt or bugs does not mean it is polluted.
There are two basic types of pollution. The first kind of pollution comes from factories or industrial
plants. This is usually easy to find and fix. The second kind comes from many sources and can be hard to
identify, such as oil leaking from cars, dirt that washes away from construction sites, trash, and pet waste.
Some of these we can see (like an oil slick on the water or a plastic bottle floating downstream) and some
we can’t see (such as chemicals that wash into the stream from someone’s lawn).
How do these pollutants get in the water?
Answer(s): Pollutants get into water by accidental spills, illegal dumping, or rainfall runoff that
collects pollutants from the air and ground surfaces such as streets or farm fields and carries them into
local waters.
Are any of these pollutants in your (this) stream? Can you guess which of these might be
a threat to the stream?
Answer(s): Responses will vary.
Estimated Time
15 to 30 minutes. Preparation time may vary, but allow for another 30 minutes to gather materials and
organize samples.
Ages
Recommended for ages 5 to 8.
No adjustments needed for ages 9 to 11, although you can discuss potential pollutants and their impact
in more detail.
For youth 9 to 11 and older, you can introduce the terms “point source pollution” for pollution from
factories and “non-point source pollution” for pollution from farms, yards, and streets.
Credits Adapted from “Measuring Stream Health Activities” from the Hands On Save Our Streams — The Save
Our Streams Teacher’s Manual, by the Izaak Walton League of America, 1994.
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Related Sources
Young Ikes Activity Book — Ages 9 to 11, by the Izaak Walton League of America, 2011. Page 5 – Waters.
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SUGGESTED YOUTH ACTIVITY LESSON PLAN
C AT E G O RY: WAT E R S
A QU AT I C A NIMAL RE LAY RAC E
Learning Objectives To identify some of the creatures that live in or near aquatic environments.
Materials
Challenge Cards with clues to different aquatic animals, made on index cards (3 inches by 5 inches or
larger). Answer Signs made from paper (8½ inches by 11 inches), including photographs and magazine
clippings. (See “Activity Description” for details.)
Activity Description
Youth will work together to learn about animals that live in or near the water. Find an open space where
the kids can run a relay race. Mark the starting line with sticks or other materials you have on-hand.
Divide the youth into small groups of two to four players. You will need at least two teams. Three or four
teams with three to four players each make this game especially lively. It’s acceptable for some teams to
have an extra player (meaning, for example, that some teams have three players and some have four). To
add a little flair to the competition, ask the youth to decide on team names — preferably the names of
aquatic animals. (You could even have them draw their team mascots on stickers to wear on their shirts.)
Line up the teams behind the starting line. In front of the first person for each team, lay a set of
Challenge Cards upside down so the players cannot read them. Place a set of Answer Signs in a scattered
pile about 20 yards away. (Each team needs one set of Challenge Cards and one set of Answer Signs.)
The supervising adult should be stationed equidistant behind the piles of Answer Signs. (The important
point is that all teams have to go the same distance to the adult after choosing an answer.) If you have
enough volunteers, station one adult at each set of Answer Signs.
Explain that when you say “Go!” the first runner for each team should pick up the top Challenge Card
then sprint to the answer pile to find the correct answer to the clue. For example, if the Challenge Card
reads, “A green animal that eats flies with a big sticky tongue,” the player would sprint to the answer pile
to look for “Frog.”
After finding the correct answer sheet (or best guess), the runner should run to the adult to have
their answer checked. The adult needs to be alert to who arrives first and also needs to quickly nod
whether the answer is correct or not. If the answer is not correct, the player has to return to the answer
pile and try again. If the answer is correct, the player can sprint back home (with both signs) and tag the
next runner.
A Q U AT I C A N I M A L R E L AY R A C E
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If you have players who are too young to read a challenge card, have an older teammate run with them
and read the cards out loud or imitate the sound that animal might make. For example, if the Challenge
Card reads, “Loves to swim and also flies,” one would make the sound, “Quakkkkk!” and then the player
would sprint to the answer pile to look for “Duck.”
The winning team is the first to finish the race with all correct answers. Allow the remaining teams to
continue to race until every team has finished. After every team is done, gather the runners in a circle to
talk about the different aquatic animals and clues. Have a separate list of all the animals on-hand so you
can be sure to ask questions about each one.
Challenge Cards: Can be made on index cards, pieces of cardboard, or even scrap paper. Suggestions
for Challenge Cards are listed below. (Answers are provided in parentheses for your reference and should
not be listed on the Challenge Cards.)
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A green animal that eats flies with a big sticky tongue. “Grummppfffff!” (Frog)
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Loves to swim and also flies. “Quakkkkk!” (Duck)
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Chubby animal who works really hard! “Slap!” (Beaver)
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Cute and playful. Loves to slide. “Snort!!” (Otter)
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Fast! Zooms and buzzes, catching mosquitoes. “Whirrrrrrrrr!” (Dragonfly)
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Slithers on mud and even across water.“SSSSSsssssss!” (Water Snake)
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Buries itself in ooey, gooey mud. Watch your fingers! “Snap!!” (Snapping Turtle)
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Big fish with a big mouth! “Gulp!!!!” (Bass)
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Swimmers bright and colorful like the sun. “Gurgle!” (Sunfish)
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Glides across the water like an Olympic skater! “Swishhhh!” (Water Strider)
Answer Signs: Creating answer signs on large sheets of paper (8½ inches by 11 inches) provides plenty
of room for images along with each animal’s name. (Answers are provided in parentheses above with
the sample clues.) You may wish to include pictures or drawings of each creature along with the name. If
possible, laminate the Answer Signs so they can be used repeatedly.
Discussion Questions
Which clues were the trickiest?
Answer(s): Responses will vary based on what clues are used and the ages of children.
Which animals have you seen in the wild?
Answer(s): Responses will vary.
Which do you hope to see? Which would you like to avoid or see from a distance?
Answer(s): Will vary depending on what animals and clues are used.
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SUGGESTED YOUTH ACTIVITY LESSON PLAN
Estimated Time 15 to 20 minutes.
Ages
Recommended for ages 5 to 8; however, their ability to read clues on Challenge Cards and Answer
Sheets may vary.
Consider using the “Waters” activity in IWLA Young Ikes Activity Book — Ages 5 to 8 as a simple
introduction to the topic of plants and creatures that live in aquatic environments.
Youth ages 9 to 11 will also enjoy this game. You can make the game more challenging by using more
challenging clues. Feel free to make new Challenge Cards and Answer Sheets based on local wildlife and
the interests and ages of participants.
Possible advanced Challenge Cards clues are listed below. (Again, answers are provided in parentheses
for your convenience but should not be printed on the Challenge Cards.)
NN
An amphibian that lays jelly-like eggs in the water. (Frog)
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A green-headed animal that dips in the water to eat plants and small insects. (Mallard)
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A busy rodent that loves to chew wood and creates new habitats for other creatures. (Beaver)
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A whiskered fish-eater that loves to play. (River Otter)
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A great predator of mosquitoes, this animal whirls and buzzes as it catches them. (Dragonfly)
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Heavy reptile that eats frogs and fish. (Snapping Turtle)
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A popular game fish that can have a large mouth or small mouth. (Bass)
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A long-legged wading bird that spears fish with its beak. (Heron)
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This marsh-dwelling rodent builds lodges out of reeds and has a round, narrow tail. (Muskrat)
NN
Our national bird, which has excellent eyesight. (Bald Eagle)
Related Sources
A Field Guide to Freshwater Fisheries (Peterson Field Guide), by Lawrence M. Page, Brook M. Burr and
Roger Tory Peterson, Houghton Mifflin Harcourt, 1991.
IWLA Young Ikes Activity Book — Ages 5 to 8, by the Izaak Walton League of America, 2011.
Page 5 – Waters.
Peterson Field Guide to Birds of North America, by Roger Tory Peterson, Houghton Mifflin Harcourt, 2008.
Peterson Field Guide to Mammals of North America, by Fiona Reid, Houghton Mifflin Harcourt, Fourth
Edition, 2006.
Pond Life (A Golden Guide), by George Reid, St. Martins Press, 2001.
A Q U AT I C A N I M A L R E L AY R A C E
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C A T E G O R Y : waters
A quatic c R E Ature Field G uide
Learning Objectives
To learn the various small creatures that live in and around ponds or man-made lakes, how to identify
them, and how they live.
Materials
Materials for collecting aquatic creatures (refer to the “Fishing for Pond Creatures” activity lesson plan
found in the “Waters” section in this manual), pencils, white paper (tabloid size 11 inches by 17 inches or
legal size 8½ inches x 14 inches), crayons or fine-tipped markers, clipboards, stapler, staples, and possibly
a personal computer.
Note: Tabloid-size paper works best because the papers will be folded. Otherwise, legal-size will suffice.
Activity Description
Before conducting this activity, you’ll need to take the kids out to a local pond or stream with collection
tools and pans in hand. (Note: Refer to the “Fishing for Pond Creatures” activity lesson plan found in
the “Waters” section in this manual.) Encourage the kids to look for aquatic creatures under rocks and
attached to the sides of rocks. Alternately, you can collect the aquatic creatures prior to your event and
have them ready for observation by the youth. If you take this approach, describe exactly where you
found each one to give the youth a better idea of each creature’s habitat.
Once the youth have collected pond creatures, have them write and illustrate a local pond creature
field guide. This will encourage them to observe the creatures closely and give them the opportunity to
educate other people in the community. Kids can work individually or in pairs, each with a sheet of white
paper. The kids should draw the creatures as best they can, label the drawings, and include some basic
information about each creature such as where it was found and what it eats. (Have books on hand from
the “Related Sources” section of this activity for reference.) If you have hand lenses, they can use them
to observe the creatures up close. When you are done, be sure to release the aquatic creatures safely
where you found them.
Once the kids have illustrated all of the creatures, ask them to sign their work and then combine the
sheets into a guide. Fold the papers in half and staple them together at the spine (the folded edge) to
make a simple booklet. You may choose to produce a more polished product using a computer desktop publishing program. Make
as many copies as the kids have stamina for (or make color copies before you staple the pages), and give
the guides to chapter visitors to use.
A quatic c R E A ture F ield G uide
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SUGGESTED YOUTH ACTIVITY LESSON PLAN
Discussion Questions
What aquatic creatures fascinated you the most and why?
What interesting features or adaptations did you notice about “your” creature?
What questions do you have about your creature? What would you like to know?
Answer(s): Will vary depending on body of water and available aquatic species.
Estimated Time
45 minutes to create the guide; additional time to capture stream creatures.
Ages
Recommended for 5 to 8. Note: The “Explore Life of the Pond” Web site (see “Related Sources”) is a
great introduction for young children.
For ages 9 to 11, no specific changes to this activity are needed. Encourage these children to make
more detailed drawings of their creatures. They can also provide more in-depth information about their
creatures and include questions they have about the life forms they illustrated.
Related Sources
A Field Guide to Freshwater Fisheries (Peterson Field Guide), by Lawrence M. Page, Brook M. Burr, and
Roger Tory Peterson, Houghton Mifflin Harcourt, 1991.
A Field Guide to Reptiles and Amphibians of Eastern and Central North America (Peterson Field Guide), by
Roger Conant and Joseph T. Collins, Houghton Mifflin Harcourt, Third Edition, 1998.
A Field Guide to Reptiles and Amphibians of Western North America (Peterson Field Guide), by Roger Conant
and Joseph T. Collins, Houghton Mifflin Harcourt, Fourth Edition, 1998.
A Guide to Common Freshwater Invertebrates of North America, by J. Reese Voshell, Jr., McDonald
Woodward, 2002.
Explore Life of the Pond: http://library.thinkquest.org/04oct/00228/animals.html
Flash Card of Common Freshwater Invertebrates of North America, by J. Reese Voshell, Jr., McDonald
Woodward, 2010.
Insects: A Guide to Familiar American Insects (A Golden Guide), by Clarence Cottom and Herbert S. Zim,
St. Martins Press, 2001.
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SUGGESTED YOUTH ACTIVITY LESSON PLAN
C A T E G O R Y : waters
A dditional Learning O bj ectives
These additional “water” learning objectives may be helpful to chapter youth leaders who want to add
activities and prepare lessons of their own. Consider teaching the following:
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Clean water is essential for most animals (including people) to live.
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Some aquatic animals — from stoneflies to salmon — require very clean and cold water to survive.
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The amount of water on the planet remains constant. Only its location changes.
NN
NN
NN
NN
NN
NN
NN
NN
Agriculture in the United States depends on clean water. Sources of this water include rainfall,
surface waterways, and ground water.
Some parts of the United States, notably in the southwest, are facing the threat of increasing water
shortages. Conflicts over water allocation often arise during times of scarcity.
We depend on clean water for many types of recreation, including fishing, swimming, and boating.
Sources of water pollution are categorized as either point or non-point sources. “Point” sources are
easily identified because they come from a specific point, like a factory pipe. “Non-point” sources,
such as dirt or chemicals washing into streams, are more difficult to pinpoint.
Human activities dump many thousands of chemicals into waterways. The long-term impact of
most of these substances on the environment and human health remains unknown.
Toxins in water are often absorbed by aquatic plants and animals and tend to increase in
concentration moving up the food chain.
We need to conserve water to make sure we have enough to meet the needs of humans and other
living things across the planet in the future.
We also need to keep our waters clean for use by humans and other living things.
A D D I T I O N A L waters L E A R N I N G O B J E C T I V E S
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A D D I T I O N A L waters L E A R N I N G O B J E C T I V E S
SUGGESTED YOUTH ACTIVITY LESSON PLAN
C A T E G O R Y : waters
A dditional PRO JE C TS
and A C tivities
These additional projects and activities are related to “water” and may be helpful to chapter youth
leaders who want the youth to further participate in chapter-hosted projects or activities.
Thes
who
Consider using these resources found on the Izaak Walton League Young Ikes Web page:
www.iwla.org/youngikes
Cons
www
NN
NN
NN
NN
Stream Maze (ages 5 and younger): Help the fish find its next insect meal. A fun challenge for
kids and parents.
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Stream Coloring Page (ages 5 and younger): It’s a splash to learn about clean water!
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Pond Life Crossword Puzzle (ages 5 to 8): Ponds are home to a variety of fish, mammals, birds,
reptiles, and more. Use drawings and word clues to solve the puzzle.
Find the Difference (ages 9 to 11): Everything you do on land affects the quality of water you
drink and play in. Find the differences between two water scenes, then figure out which is better for
water quality . . . and why! (Found in the Young Ikes Activity Book for ages 9 to 11)
Ages
Consider these activities found in the IWLA Chapter Manual under Unit IV, Sample
Conservation Projects:
NN
NN
NN
NN
Cons
(sub
NN
Fish Habitat Improvement: Restore native fish populations by improving habitat conditions and
promoting species diversity. Construct man-made fish cribs to increase fish habitat in area ponds
and lakes.
Ages
Fish Hatchery and Stocking: Restore or re-introduce native fish species by raising fish and
releasing them into population-depleted areas. This project may be combined with stream
restoration to increase the chances of survival for fish released into the wild.
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Lake and Pond Preservation and Management: Restore or protect a lake or pond for fish and
wildlife habitat and community enjoyment. The project may include stabilizing banks, restoring
water sources (stream, spring seeps, wetlands) flowing into the pond or lake, removing invasive
species, eliminating excessive algae blooms, monitoring sources of offsite nutrient and chemical
pollution, or installing structures to create fish habitat to help bring a lake or pond back to a fully
functioning state.
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Stream Monitoring: Test the water quality of local streams using the League’s Save Our Streams
(SOS) monitoring program. Under the biological method, volunteers collect and identify aquatic
macroinvertebrates (stream insects and crustaceans) and determine a water quality rating of
excellent, good, fair, or poor based on the diversity of insects found and their varying tolerances
to pollution.
A D D I T I O N A L waters P R O J E C T S A N D A C T I V I T I E S
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SUGGESTED YOUTH ACTIVITY LESSON PLAN
NN
NN
NN
Stream Restoration: Stream restoration can help to return a polluted or failing stream to health.
This project often includes stabilizing banks or altering the shape of the stream channel, fencing
cattle out to reduce erosion, and creating fish habitat. Another approach to restoration is to
remove disturbances from the stream and allow the stream to fix itself.
Waterway Litter Cleanup: Organize and conduct a community waterway cleanup by recruiting
volunteers (both members and non-members) to remove discarded items along stream and river
banks and in river corridors.
Wetlands Conservation: Wetlands conservation includes activities that conserve, protect, and
restore wetlands and educate people about the important role these areas play in our communities
(flood control, water filtration, fish and wildlife habitat).
Consider these activities found in the IWLA Chapter Manual under Unit V, Sample
Outdoor Recreation and Activities:
NN
NN
Fishing Clinic: Fishing is the most popular outdoor recreational activity in America today. You
can host an informative, hands-on event to introduce members of your community to fishing and
improve the skills of experienced anglers.
Paddle Sports Day: If you have easy access to water, organize and host an event that teaches
individuals about canoe and kayak safety, paddling techniques, and the simple fun of this form of
recreation. After your initial event, you may decide to bring participants together again for a float
trip to test their new skills.
Consider these resources found on the Izaak Walton League Youth Programs Web page
(subject to change): www.iwla.org/youthprograms
Ages 5 to 8 (Kindergarten to 3rd Grade)
NN
NN
NN
Chessie: A Chesapeake Bay Story: In this coloring book, Chessie the Bay Monster encourages
kids to protect the Chesapeake Bay from pollution to protect the fish and wildlife that live there.
(U.S. Fish and Wildlife Service)
Thirstin’s Wacky Water Adventure: A short activity and coloring book about sources of drinking
water and steps kids can take to save water. (Environmental Protection Agency)
Water Word Scramble: A one-page word scramble about water resources and how to save water.
(Environmental Protection Agency)
Ages 9 to 11 (4th to 6th Grades)
NN
2
How To: Build a Model Watershed: This model watershed demonstrates how water picks up
sediment and pollutants as it flows — and that simple measures can reduce the amount of polluted
runoff that ends up in your watershed. (Izaak Walton League)
A D D I T I O N A L waters P R O J E C T S A N D A C T I V I T I E S
SUGGESTED YOUTH ACTIVITY LESSON PLAN
NN
How To: Build a Rain Garden: Stormwater runoff is a leading cause of pollution in our streams
and lakes. Driveways, roads, and parking lots block water from draining into the ground. Lawns are
not much better, unless they have a place where the water can go. Enter the rain garden. (Izaak
Walton League)
Ages 12 to 17 (7th to 12th Grades)
NN
NN
NN
How To: Build a Fish Crib: Discarded PVC pipes can be used to build “fish cribs” — places where
bass, bluegills, and other lake species can hide, feed, and reproduce, making for better fishing and
aquatic health. Any discarded plastic materials that can create a solid structure could be used, so
be creative. (Izaak Walton League)
How To: Build a Rain Barrel: The average American family uses 120 gallons of water each day for
outdoor use, much of it for watering lawns and gardens. One way you can help ease the strain on
reservoirs and wells is to build a rain barrel to collect and recycle rainwater. (Izaak Walton League)
How To: Build a Vernal Pond: These ponds provide wildlife habitat, attract mosquito-eating
critters, reduce runoff, and serve as teaching tools. (Izaak Walton League)
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YOUTH ACTIVITIES
CATE GORY:
WILDLIFE
Wildlife
SUGGESTED YOUTH ACTIVITY LESSON PLAN
C A T E G O R Y : wildli f e
WIL D A NI M A L ID G AME
Learning Objectives
To learn characteristics and classification of wild animals that live in your area.
Materials
Paper for signs; string or masking tape; markers; and an assortment of photocopies, photographs, and
magazine clippings of wild animals found locally.
Activity Description
Place a sign with the name and photograph of a local animal on the back of each person in your group
(youth and adults alike can play this game). Don’t let them see what animals they are. Signs can be hung
around the neck and over the back using string or held in place with masking tape.
Have the youth mingle and ask questions that will help them identify their animals. They can only ask
“yes” or “no” questions, although “maybe” or “sometimes” are also acceptable answers.
Examples of questions they can use to help narrow down the animals will vary: Am I a mammal? Could
you find me in a pond? Do I eat plants? Do I have fur? Do I have a tail? Am I larger than a cat? Do I
have four legs? Do I lay eggs? Discuss the answers (see “Discussion Questions” below).
This is an active and engaging game that can be played with two or more players. Adult volunteers
should be ready to help young children who might not know answers to some of the questions (such
as whether an animal is a mammal). Include many types of animals — fish, birds, amphibians, reptiles,
insects, as well as mammals. Then let the fun begin!
Discussion Questions
Assorted possible questions could include:
NN
Am I a mammal?
NN
Could you find me in a pond?
NN
Do I eat plants?
NN
Do I have fur?
NN
Do I have a tail?
NN
Am I larger than a cat?
WILD ANIMAL ID GAME
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SUGGESTED YOUTH ACTIVITY LESSON PLAN
NN
Do I have four legs?
NN
Do I lay eggs?
Answer(s): The answers for these assorted possible questions will vary depending on the specific
animals you use. You could discuss where each animal lives, what it eats, and any special characteristics
that differentiate animals in your area from similar animals in other parts of the country.
Estimated Time
10 to 15 minutes for each round of the game played. More if you do more than one round.
Ages
Recommended for 5 to 8.
Also appropriate for ages 9 to 11. With older children, you can make the game more challenging, such as
limiting the number of questions they can ask during each round.
Credits
Adapted from “What Animal Am I?” from Sharing Nature with Children, by Joseph Bharat Cornell,
Ananda Publications, 1979.
Related Sources
A Field Guide to Freshwater Fisheries (Peterson Field Guide), by Lawrence M. Page, Brook M. Burr, and
Roger Tory Peterson, Houghton Mifflin Harcourt, 1991.
A Field Guide to Reptiles and Amphibians of Eastern and Central North America (Peterson Field Guide), by
Roger Conant and Joseph T. Collins, Houghton Mifflin Harcourt, Third Edition, 1998.
A Field Guide to Reptiles and Amphibians of Western North America (Peterson Field Guide), by Roger Conant
and Joseph T. Collins, Houghton Mifflin Harcourt, Fourth Edition, 1998.
Peterson Field Guide to Birds of North America, by Roger Tory Peterson, Houghton Mifflin Harcourt, 2008.
Peterson Field Guide to Mammals of North America, by Fiona Reid, Houghton Mifflin Harcourt, Fourth
Edition, 2006.
2
WILD ANIMAL ID GAME
SUGGESTED YOUTH ACTIVITY LESSON PLAN
C A T E G O R Y : wildli f e
trac king WILD LIFE
Learning Objectives
To learn which animals live (often unseen) in your area and how to recognize them by the tracks they
leave behind.
Materials
Empty half-gallon paper milk cartons; scissors; plaster of Paris mix; water; container for mixing plaster;
stick or mixing spoon; dust masks; animal bait (e.g., pet food or treats, table scraps, peanut butter on
bread or crackers, nuts, seeds, fruit, vegetables); sand, loose dirt, soft mud, or wet snow.
Activity Description
Finding animal tracks is exciting for kids, especially trying to figure out what animal the tracks belong to
and what the animal was doing. In this activity, you will set up a special area to attract animals and the
kids will see if any creatures left behind tracks.
Step 1: Lay the bait. Towards early evening the day before your youth event, place some enticing
animal food out in a flat, open space and surround the food with a soft material such as sand or (ideally)
mud. Select a location that is far enough away from the chapter facility or other buildings that animals
will not be scared away by noise and that the bait will not lure animals close to trash cans or people.
(This activity might not be suited to housing developments, for example.) Leave the food out overnight.
Any animals that come to snatch the food will hopefully leave their tracks in the soft ground around
the food.
If you are hosting a multi-day youth event, the youth can help you with this phase in addition
to tracking.
Caution: Before choosing your bait, check to see if any of your youth participants have food allergies
(such as peanut or tree nut allergy) and plan your bait strategy accordingly. Many pet foods and treats
contain peanuts and may leave allergens behind that could be dangerous for the youth. Bird seed can
also contain peanuts and tree nuts. For more information on food allergies, visit www.foodallergy.org.
Note: Consult with your state fish and wildlife agency on potential baiting restrictions. You also have an
ethical obligation to remove and properly dispose of remaining bait upon completion of this activity. We
want to avoid making wildlife too comfortable or dependent on humans with these easy handouts.
Step 2: Look for tracks. The next day, take the youth to the bait location to examine the area for
tracks. Be sure to remove and properly discard any uneaten bait. If you do find animal tracks, ask the
youth what animal they think made each set of tracks. Then try to identify the tracks using a field
trac k ing W I L D L I F E
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SUGGESTED YOUTH ACTIVITY LESSON PLAN
guide, such as the Peterson Field Guide to Animal Tracks. After you identify which animal(s) visited the
site, ask the youth why each animal lives in your area — how they find food, water, and shelter; what
temperatures they may like; etc. This is a good discussion to have while the plaster dries (see next step).
This is also a good opportunity to talk about why we don’t leave food out in the open during camping
trips!
Option #2: If no tracks are found near the bait, you can look for animal tracks in nearby woods or fields.
Although the chances of success are slim, this can help children hone their outdoor skills, and they may
also enjoy the opportunity for a hike.
Step 3: Cast it. If the tracks are firm, try to preserve them by making a cast using plaster of Paris. Cut
up the milk carton width-wise into squares about 3 to 4 inches tall. Place one of these squares over each
track you want to preserve so the sides of the square surround the track and act as a barrier to hold the
dirt and wet plaster of Paris in place.
(For tracks found in snow, dust the track with dry plaster of Plaster and allow it to harden or use spray
water in the track to freeze it before trying to make a cast of the track. When plaster of Paris hardens, it
produces heat that may melt the snow track before the cast can take shape.)
Next, mix the plaster of Paris with water, gently pour it into the track, and let the mixture harden. Use a
ratio of one part plaster of Paris with two parts water. Check the package for further instructions — the
mixing method will affect how well the plaster sets. Allow at least a half hour for the plaster to set in the
track before removing it (although it may take longer, particularly if you are using old plaster).
Caution: Plaster of Paris is a light, fine powder. Depending on conditions (such as wind), you may want
to mix it indoors to prevent the powder from blowing around. People mixing the plaster should wear
masks to avoid breathing in any of the dust.
Option #2: Alternatively, you can have the youth draw pictures of the animal tracks rather than making
casts of them. (This is quicker and less messy.) Provide drawing pads and pencils for this activity.
Drawings and plaster casts can be put on display at the chapter facility, or you can let the youth take
them home. For additional fun, have the youth paint their plaster casts. Allow the plaster to dry for at
least 24 hours before painting it. Spray on a clear acrylic sealer first; once dry, paint the cast with acrylic
or poster paint.
Discussion Questions
Can you identify this track? What kind of animal made it?
Answer(s): Will vary depending on the animals you encountered.
Estimated Time
Setting up the bait station(s): 15 to 30 minutes. Making casts: one hour or more, depending on the
plaster drying time. Additional time will be needed if you need to search for other tracks and if you
decide to paint the casts.
2
trac k ing W I L D L I F E
SUGGESTED YOUTH ACTIVITY LESSON PLAN
Ages
Recommended for 5 to 8.
For ages 9 to 11, no adjustments needed. These youth can take more responsibility for making and
pouring plaster of Paris, preparing cast sites, and pulling out finished casts.
Credits
Adapted from “How to Collect Animal Tracks” from Nature with Children of All Ages by Edith Sisson,
Massachusetts Audubon Society, 1982.
Related Sources
Peterson Field Guide to Animal Tracks, by Olaus Murie and Mark Elbroch, Houghton Mifflin, Third
Edition, 2005.
trac k ing W I L D L I F E
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SUGGESTED YOUTH ACTIVITY LESSON PLAN
4
trac k ing W I L D L I F E
SUGGESTED YOUTH ACTIVITY LESSON PLAN
C A T E G O R Y : wildli f e
A nimal A C TO Rs
Learning Objectives
To learn about local wild animals while having fun sharing and learning.
Materials
An assortment of photocopies, photographs, and magazine clippings of wild animals found locally. Use a
variety of animals, including birds, insects, reptiles, and mammals. You may opt to include fish as well. If
the animal name is not already included, write the name on the page.
Activity Description
These performances can be done individually or in small groups of 2 to 5.
NN
Give each person or group a piece of paper with the name and picture of a local animal.
NN
Players should keep the name of their animal a secret from other players or other groups.
NN
Give groups some time to share what they know about their animal, including what it looks like
and how it moves and behaves. Individuals can simply visualize their animal and think about what
they know about it.
Each performance should include a fixed pose for the first 8 to 10 seconds — a pose that captures the
essence of the animal. Then the performance can continue into a scene with movement. Small groups
working together can provide a lot of laughter for the audience!
Kids will be eager to guess the animal right away, but explain that no guessing is allowed until the
performance is complete and you give them a signal to guess. If the audience is stumped, ask the
performer(s) to provide a few clues. You can increase the level of difficulty by asking that guesses include
not only the animal name but what the animal eats or where it lives.
If you have just a few individual performers, each youth can take multiple turns acting out a
different animal.
Discussion Questions
The audience will be asking a wide assortment of questions.
Answer(s): Will vary as answers are the young audience’s guesses as to what wild animals are
being portrayed.
A nimal A C T O R s
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SUGGESTED YOUTH ACTIVITY LESSON PLAN
Estimated Time
About 20 minutes; less if you have a small group.
Ages
Recommended for 5 to 8.
For ages 9 to 11, use more difficult wild animals to guess or focus on only one species, such as only
reptiles or only fish.
Credits
Adapted from “Animal Parts” from Sharing Nature with Children by Joseph Bharat Cornell, Ananda
Publications, 1979.
Related Sources
A Field Guide to Freshwater Fisheries (Peterson Field Guide), by Lawrence M. Page, Brook M. Burr and
Roger Tory Peterson, Houghton Mifflin Harcourt, 1991.
A Field Guide to Reptiles and Amphibians of Eastern and Central North America (Peterson Field Guide), by
Roger Conant and Joseph T. Collins, Houghton Mifflin Harcourt, Third Edition, 1998.
A Field Guide to Reptiles and Amphibians of Western North America (Peterson Field Guide), by Roger Conant
and Joseph T. Collins, Houghton Mifflin Harcourt, Fourth Edition, 1998.
Insects: A Guide to Familiar American Insects (A Golden Guide), by Clarence Cottom and Herbert S. Zim,
St. Martins Press, 2001.
Peterson Field Guide to Birds of North America, by Roger Tory Peterson, Houghton Mifflin Harcourt, 2008.
Peterson Field Guide to Mammals of North America, by Fiona Reid, Houghton Mifflin Harcourt, Fourth
Edition, 2006.
Sharing Nature with Children, by Joseph Bharat Cornell, Ananda Publications, 1979.
2
A nimal A C T O R s
SUGGESTED YOUTH ACTIVITY LESSON PLAN
C A T E G O R Y : wildli f e
P R E D ATO R A ND P RE Y
Learning Objectives
To demonstrate a predator-prey relationship in a lively and fun game.
Materials
Strips of cloth for blindfolds, small jingle bells.
Activity Description
For this lively activity, find a relatively flat area and ask your group to form a circle about 10 to 15 feet
in diameter. You will need at least six people, and more is better. Look for a grassy spot with no roots
or holes that could trip up players. You can also play this game indoors — again, with no obstacles that
could injure players.
Choose one person to be a bat and several others to be moths — 2 to 5 moths, depending on the
size of your group. The bat and moths then move to the center of the circle to be blindfolded. While
blindfolding them, explain that most bats primarily use sound to hunt. They send out sound waves,
which bounce back to tell them where their prey is. (This is called “echolocation.”)
One popular bat food in North America is moths, which fly at night (the same time that bats are out
hunting). To mimic sound waves during the game, the bat will say “bat,” to which each moth must
respond “moth.” The bat hones in on its prey by listening to the responses, reaching out with his or her
arms like wings to try to tag the moths. Meanwhile, moths are trying to avoid being “eaten,” so they
move around with their arms out like antennae. To avoid collisions, bats and moths can duck and move
around in other ways. If a bat or moth reaches the edge of the circle, this is the “edge of night” — the
person on the edge should whisper “edge of night” and gently redirect them to the center of the circle.
Caution: For safety, remind the youth participants that they must stay at a walking pace (no running)
and must have hands out in front of them at all times to further help avoid collisions.
The bat should make a statement like “Gotcha!” when he or she catches a moth so the moth knows
it has been eaten by the bat rather than just colliding with another moth. If a moth runs into the bat
accidentally but escapes before the bat can grab him or her, the moth can continue to fly around. When
caught (tagged), a moth should remove his or her blindfold and join the circle. Continue the game until
all moths are caught.
If the group isn’t too large, play several rounds until each person has had a chance to be a bat or moth.
With a larger group, two bats can hunt at the same time. You can encourage them to hunt together, but
P R E D ATO R A N D P R E Y
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SUGGESTED YOUTH ACTIVITY LESSON PLAN
it’s recommended to have one tall bat and one shorter bat so they won’t bang heads if they bump into
each other.
Option #2: Select a different predator and prey (e.g., fox and mouse, coyote and rabbit) from your local
area. Still blindfolded and in a similar circle, give each prey animal a small bell that jingles as it moves
around. The predators chase the prey by sound. (Make sure your prey do not try to mute the bell.) In this
scenario, prey won’t hear the predator coming — a credible way to reenact hunting in the wild.
Discussion Questions
What did you learn about how the bat hunts for its food — the moth?
Answer(s): They depend on being able to use sound waves (“echolocation”) to sense how far away the
moth is and in what direction the moth is moving. Bats can even tell how big the prey is based on the size
of the sound wave that bounces back.
What did you learn about how the fox hunts for its food — the mouse?
Answer(s): They depend on being able to hear the mouse as it is moving below and above ground.
Estimated Time
About 20 to 30 minutes, depending on the size of the group and number of rounds.
Ages
Recommended for 5 to 8. Use the wildlife activity in the IWLA Young Ikes Activity Book — Ages: 5 to 8
for this age group. It is better suited as a simplistic introduction to predator-prey relationship for
young children.
Ages 9 to 11, no adjustments needed. Older youth may be more focused and should enjoy this activity.
Credits
Adapted from “Bat and Moth” from Sharing Nature with Children by Joseph Bharat Cornell, Ananda
Publications, 1979.
Related Sources
IWLA Young Ikes Activity Book — Ages: 5 to 8, by the Izaak Walton League of America, 2011.
Page 6 – Wildlife.
2
P R E D ATO R A N D P R E Y
SUGGESTED YOUTH ACTIVITY LESSON PLAN
C AT E G O RY: W I L D L I F E
S C AV E NGE R HUNT
Learning Objectives
To help children become careful observers of wildlife and nature.
Materials
Lists of items to be searched for in the scavenger hunt, pencils, note cards or scraps of paper with clip
boards.
Activity Description
Scavenger hunts are a good way for kids to focus their attention and become careful observers of wildlife
and nature while having fun. Divide the kids into groups of 2 to 4 and give them a list of things to find
outdoors. Check to ensure they could reasonably find the things on your list.
Caution: Do not allow children to get too close to wild animals and stinging insects. Encourage them to
respect nature by not harming or disturbing the things they find.
Depending on the resources on your property, you can include insects and invertebrates with the wildlife
theme hunt.
Animal Signs: Look for examples of
NN
Tracks of three different animals
NN
Five potential food sources and what animal might eat them
NN
Three signs of animals having eaten
NN
Homes or shelters of three animals
NN
Three animal sounds
NN
Feathers, bird and mammal skulls and other bones, dropped deer antlers, and shed snake skins
Insects and Invertebrates: Look for examples of
NN
A flying insect
NN
A butterfly or moth
NN
A grasshopper or cricket
NN
An insect found under a log
NN
A wasp or bee’s nest
S C AV E N G E R H U N T
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SUGGESTED YOUTH ACTIVITY LESSON PLAN
NN
Two kinds of ants
NN
A fly
NN
A spider’s web (bonus if there is a spider on it!)
NN
A worm
NN
A mosquito
NN
An invertebrate that is not an insect (such as a spider, millipede, or mite)
Depending on the resources on your property and the interests of the participants, you can choose other
themes, such as trees and other plants, and expand the search to gather leaves and flowers.
Leaves: Look for examples of
NN
A leaf with smooth edges
NN
A leaf with edges with small teeth
NN
A leaf with big teeth or lobes
NN
A red leaf, a yellow leaf, etc.
NN
A soft leaf
NN
A fuzzy leaf
NN
A leaf as wide as your foot
NN
A leaf as long as your little finger
NN
A leaf so small you can cover it with your thumb
NN
A leaf eaten by something
Flowers: Look for examples of
2
NN
A flower with petals bigger than your pinky fingernail
NN
A flower with three petals
NN
A flower with more than three petals
NN
A plant with many flowers on one stalk
NN
A plant with only one flower on one stalk
NN
A white flower, a yellow flower, etc.
NN
A flower that smells sweet
NN
A flower that has no scent
NN
A flower with easy-to-see stamens and pistils (this may need some explanation for younger children)
NN
A flower with a bee on it
NN
A flower with another type of insect on it
S C AV E N G E R H U N T
SUGGESTED YOUTH ACTIVITY LESSON PLAN
You can combine features from all of these lists to fit your particular location or do different scavenger
hunts on different days — each with a different focus. Rather than picking and collecting such items
as flowers and live insects, ask the kids to draw pictures of what they found (you will need to provide
pencils and note cards) and to be prepared to show the adults where they found them. With older
children, you can have them take photos of each item with a phone or digital camera.
Before they head out, set the boundaries and give them a timeline (15 to 30 minutes works well, and you
can give them more time if they are really engaged). As groups come back, ask them to talk about what
they found.
Discussion Questions
Questions you could ask after the scavenger hunt include:
What were your favorite finds?
What surprises did you see?
What was the most beautiful thing you found?
Where did you find this (specify) colored item?
Which things were common and which were rare?
Answer(s): Will vary depending on the scavenger hunt items and the preferences of the
scavenger hunters.
Estimated Time
30 to 45 minutes.
Ages
Recommended for 5 to 8.
For ages 9 to 11, no changes are necessary to this activity. You can adjust the scavenger hunt list and the
organization of the hunts depending on the ages of participants, their reading abilities, and their general
knowledge of nature.
S C AV E N G E R H U N T
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SUGGESTED YOUTH ACTIVITY LESSON PLAN
Credits
Lists adapted from Hands-On Nature: Information and Activities for Exploring the Environment with
Children, edited by Jenepher Lingelbach, Vermont Institute of Natural Science, 1986.
Related Sources
Insects: A Guide to Familiar American Insects (A Golden Guide), by Clarence Cottom and Herbert S. Zim,
St. Martins Press, 2001.
Peterson Field Guide to Animal Tracks, by Olaus Murie and Mark Elbroch, Houghton Mifflin Harcourt,
Third Edition, 2005.
Trees (A Golden Guide), by Alexander Martin and Herbert Zim, St. Martin’s Press, 2001.
4
S C AV E N G E R H U N T
SUGGESTED YOUTH ACTIVITY LESSON PLAN
C A T E G O R Y : wildli f e
A dditional Learning O bj ectives
These additional “wildlife” learning objectives may be helpful to chapter youth leaders who want to add
activities and prepare lessons of their own. Consider teaching the following:
NN
NN
NN
NN
NN
NN
NN
NN
NN
NN
Each animal is specifically adapted to a particular habitat — a home that provides food, water, and
shelter the animal needs to survive and thrive. Discuss native animals and their particular habitats.
Different habitats and locations in the United States support different kinds of wildlife.
Animals play essential roles in nature. They provide food for each other, recycle nutrients in the
soil, pollinate flowers, and disperse seeds.
Animals are also connected to each other through a huge range of symbiotic relationships in which
they provide food for each other.
People enjoy wildlife in many ways — hunting, fishing, wildlife watching, bird feeding, and
photography are some examples.
Some wild animals in North America are in danger of becoming extinct. Causes include habitat
loss and competition with species introduced from other places (called non-native species).
Many people are working to protect North America’s wildlife through measures including
habitat protection and restoration, controlled hunting, and removal of non-native invasive
plants and animals.
Once habitat like a wetland is destroyed, the services it provided to wildlife cannot be replaced. For
example, studies show that even 100 years after a new wetland is created, it is of very limited use to
wildlife (few live there).
Hunting helps keep wildlife populations in balance in areas where prey and predator relationships
have been disrupted. For example, white-tailed deer were almost extinct 100 years ago and now,
thanks to conservation efforts, populations are booming. In many areas of the country, humans are
the only predators for these animals.
With no predators to keep their numbers in check, invasive plants destroy food and shelter needed
by native wildlife. Most native animals have not adapted to be able to use invasive plants.
A D D I T I O N A L wildli f e L E A R N I N G O BJ E C T I V E S
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SUGGESTED YOUTH ACTIVITY LESSON PLAN
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A D D I T I O N A L wildli f e L E A R N I N G O BJ E C T I V E S
SUGGESTED YOUTH ACTIVITY LESSON PLAN
C A T E G O R Y : wildli f e
A dditional PRO JE C TS
and A C tivities
These additional projects and activities are related to “wildlife” and may be helpful to chapter youth
leaders who want the youth to further participate in chapter-hosted projects or activities.
Consider using these resources found on the Izaak Walton League Young Ikes Web page:
www.iwla.org/youngikes
NN
NN
NN
NN
Animal Connect-the-Dots (ages 5 and younger): Count your way to an animal that was almost
extinct 100 years ago.
Wildlife Coloring Page (ages 5 and younger): Find out what three things all wild animals need
to survive.
Predator Connect-the-Dots (ages 5 to 8): Every wild animal, either predator or prey, has its place
in the food chain.
Matching Game (ages 9 to 11): Match the animal names to signs commonly found in nature —
and learn what to look for on your next walk in the woods.
Consider these activities found in the IWLA Chapter Manual under Unit IV, Sample
Conservation Projects:
NN
NN
Wildlife Habitat Improvement: Restore a native wildlife species population by improving habitat
conditions and managing the diversity of wildlife on the property. This project may be carried out
by planting fruit- and nut-bearing trees and shrubs, native grasses, wild grains, and forbs; employing
beneficial land practices; enhancing riparian buffers; and protecting wetlands. It can include the
release of game bird species you have raised or native wildlife trapped and transferred by state fish
and wildlife agency personnel.
Wildlife Propagation and Management: The purpose of this project is to restore or introduce
wildlife, particularly game bird species. The project involves raising and nurturing the birds,
improving habitat conditions, and releasing the birds on property that you maintain. Habitat
improvements range from making minor modifications to existing agricultural practices to
undertaking extensive clearing and planting of native grasses, wild grains, and fruit- and nutbearing trees and shrubs.
Consider these activities found in the IWLA Chapter Manual under Unit V, Sample
Outdoor Recreation and Activities:
NN
Hunter Education Course: Many states require first-time hunters to take a hunter education or
safety course before purchasing a hunting license. These courses teach hunting techniques, firearm
and hunter safety, survival, first aid, and ethical behavior.
A D D I T I O N A L wildli f e P R O J E C T S A N D A C T I V I T I E S
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SUGGESTED YOUTH ACTIVITY LESSON PLAN
NN
NN
Wildlife and Bird Watching Tour: Tours can be conducted on chapter grounds, other private
property, or area parklands. This activity provides an opportunity to observe and study wildlife in
a natural setting. Bird watching often involves studying bird songs and calls as well, since many
species are more readily identified by ear than by eye.
Youth Hunt: In a highly controlled environment, some chapters host fun, hands-on events to
introduce novices or youth to hunting. A popular form of outdoor recreation, hunting is regulated
by state and federal fish and wildlife agencies as a component of modern wildlife management.
Consider these resources found on the Izaak Walton League Youth Programs Web page
(subject to change): www.iwla.org/youthprograms
Ages 5 to 8 (Kindergarten to 3rd Grade)
NN
NN
How To: Build a Bee House: Honey bees may be getting all the press, but they’re not the only
pollinators in town. The United States is home to almost 4,000 native bee species (honey bees are
non-natives brought here from Europe). One way you can help protect pollinators is to build a
home for them. (Izaak Walton League)
How To: Build a Bird Feeder with Recycled Materials: Bird feeders — and bird watching — are
a great way to involve youth in wildlife conservation. Using an old milk carton or juice bottle for
construction offers additional eco-benefits. (Izaak Walton League)
Ages 9 to 11 (4th to 6th Grades)
NN
NN
Bee Pollen Popular: This workbook educates students about different types of pollinators — from
bats to bees — and their importance to our environment. (U.S. Department of Agriculture)
How To: Plan a Pollinator Garden: From planting cover and food plots to cleaning up water
resources, Ikes are working to restore native habitat for game and non-game species alike. One
important group that may not be on your list: Pollinators. (Izaak Walton League)
Ages 12 to 17 (7th to 12th Grades)
NN
NN
2
How To: Build a Bat Box: More than half the bat species in the United States are declining
or already listed as endangered, mostly because of habitat loss. Not only do bats help control
insect populations (a single bat can eat up to 2,000 mosquitoes in one night), they also pollinate
plants and disperse seeds. To help compensate for habitat loss, you can build a “bat box.” (Izaak
Walton League)
How To: Build a Wood Duck Box: Most waterfowl nest on the ground, but wood ducks prefer
depositing their eggs in the holes of mature trees, which means the ducks lose their nesting sites
whenever forests are cleared. America’s wood duck population has dropped significantly over the
last century. Fortunately, wood ducks readily adapt to nest boxes. (Izaak Walton League)
A D D I T I O N A L wildli f e P R O J E C T S A N D A C T I V I T I E S
CHAPTER YOUTH PROGRAMS
Chapter Youth Programs
UNIT III:
U NIT II I:
CHAPTER Youth PROGRAMS
SUMMARY — Izaak Walton League chapters and members across the
country have long been leaders in connecting young people with hunting,
fishing, conservation, and the great outdoors. This unit offers ideas and
guidance for running a chapter youth program designed to engage youth in
the outdoors.
Youth Programs
Hosting activities for “youth and the outdoors” has a positive ring to it. Any
activity involving youth, whether you are teaching them to fish or to restore
stream banks, is likely to generate member enthusiasm and community
support.
Every League chapter can and should develop a formal youth program and
offer a variety of activities that introduce young people to the outdoors. If a
chapter owns property, that creates a natural focus for youth activities, but
chapters that meet in public places also have attractive options for youth
participation. Having a structured youth program as part of the chapter’s
mission and activities will provide long-term benefits in membership growth
and increased member support and contributions.
A Focus on Activities
Many chapters approach youth programs from the angle of what they know
best or what is readily available. Hosting a hunter education course or youth
fishing derby comes to mind. Perhaps it’s sponsoring a Boy Scout troop or
providing an archery day for local school children.
Every League chapter
can and should develop
a formal youth program
and offer a variety
of activities that
introduce young people
to the outdoors.
However, today’s youth really need to get back to basics. At school and
at home, they do not have the opportunity for unstructured play and are
spending less time outdoors than previous generations. People committed to
conservation usually cite early childhood experiences with nature as critical
to shaping their interests. That’s where the League can help today’s youth.
For example, your chapter can host regular meetings (weekly, monthly) or
special events to introduce youth to nature and teach them the importance
of natural resource conservation by first building an appreciation of those
E N G A G I N G Y O U T H I N T H E O U T D OO R S — A H O W- T O C H A P T E R M A N U A L | 2 0 1 2
III-1
resources. You may also want to include parents in these activities so that the
whole family can learn together. Focus on nature games and activities that
will provide a positive, enjoyable, and educational experience for children.
Young Ikes
The Young Ikes program
name should be readily
identifiable within your
chapter and, hopefully,
in your local community.
With little effort, the
name could easily be
used to help promote
your chapter youth
program.
Members of the Izaak Walton League have long been called “Ikes,” so the
Young Ikes program name is a logical offshoot of that. The name should
be readily identifiable within your chapter and, hopefully, in your local
community. With little effort, the Young Ikes name could easily be used to
help promote your chapter youth program.
In addition to this how-to manual, the League has produced a series of
conservation-themed Young Ikes Worksheets and Young Ikes Activity Books
(samples can be found in this manual’s Appendices) that chapters can
use to engage youth and families at chapter and community events. The
League’s Web site also includes a special emphasis on projects, activities, and
resources to engage youth in the outdoors: www.iwla.org/youngikes.
Chapter Program
Once your chapter has committed to reach out to young people, the real
work starts in implementing a chapter youth program designed to engage
youth in the outdoors.
Objectives
Set the objectives for
your chapter youth
program based on
the interests of your
members as well as the
natural resources readily
available in your area.
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Planning and organizing a chapter youth program — such as Young Ikes
— can be done even by people with little or no experience working with
established youth organizations, such as Boy Scouts and Girl Scouts or 4-H
Clubs.
Most Izaak Walton League members have fond memories of outdoor
experiences that perhaps continued into adulthood. It could have been
as simple as a secret pond or favorite tree that provided hours of youthful
enjoyment and wonder. Or it could have been a mentored experience such
as a trail hike, camping trip, fishing derby, or hunting event.
You can set the objectives for your chapter youth program based on the
interests of your members as well as the natural resources readily available
in your area. Your first step should be to determine exactly what you want
to and can reasonably accomplish given the available resources (including
volunteers, money, and location).
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Keep in mind that building children’s early awareness of the natural
world can help them develop a lifelong commitment to protecting our
country’s natural resources. Whatever objectives you set, your chapter’s
youth program should focus on hands-on involvement by the participating
children. When working to meet these objectives, determine what types
of events and projects your chapter can provide and the types of activities
young participants would enjoy.
Organization
Identify a person
who can serve as
the chapter Youth
Programs Coordinator,
who should work with
chapter volunteers to
After determining the objectives for your chapter’s youth program, you need
to decide who within the chapter can best lead your group to accomplish
these objectives.
form a Youth Programs
Identify a person who can serve as the chapter Youth Programs Coordinator
(if your chapter does not already have one). Experience working with youth
as a leader, teacher, or coach is helpful but not a requirement. Please notify
the IWLA National Office when this new officer is selected and include him
or her in your annual officer report form.
the program.
Committee that will
share responsibility for
The Youth Programs Coordinator should work with chapter volunteers
to form a Youth Programs Committee that will share responsibility for the
program. The members of this committee should be enthusiastic and willing
to volunteer their time and talent for the benefit of young people in the
community. In addition to organizing youth-related activities, this group
should be responsible for event safety, marketing, volunteer and participant
recruitment, and the overall success of the chapter youth program.
Note: Unit I of the IWLA Chapter Manual — League Leadership, provides
guidance on chapter leadership and committee structure applicable to a
chapter youth program.
During an early
organizational planning
meeting, determine
Needs
how many participants
During an early organizational planning meeting, determine how many
participants your chapter can safely and effectively manage during any
given youth activity. When first starting out, you may want to focus on the
quality of the experience rather than simply recruiting a large group of youth
participants. (You can always expand the program later.)
your chapter can safely
and effectively manage
during any given youth
activity.
Several questions this committee should ask include:
NN
What skills and experiences do chapter member have? Are there
teachers, naturalists, or outdoorsmen or women who are willing to lead
an activity or give a presentation?
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NN
NN
NN
After identifying the
major components of
your youth program,
construct a budget
for revenues and
expenses.
Are there any known personnel from local or state government
agencies who can bring environmental and conservation expertise to
our youth program?
What resources does the chapter have? What improvements need to
be made to facilitate a successful chapter youth program?
What are the equipment needs? Where could this equipment be
obtained on loan or purchased? Do members have equipment that they
would be willing to let children use?
The answers to many of these questions directly relate to your youth
program’s fundraising needs.
Budget and Funding
After identifying the major components of your youth program, construct
a budget for revenues and expenses. Do not underestimate expenses or be
overly optimistic about how much revenue you can raise from donations,
fees, and in-kind contributions to support the program.
How much the youth program will cost the chapter and where these funds
will come from are important considerations. An allocated portion of the
local chapter budget is a normal practice when adding a program at the
chapter level. Dues increases are often not the preferred funding mechanism.
Instead, you could consider raffles, contributions from local businesses,
government and foundation grants, and even participant fees to fund a
quality youth program.
Setting a
predetermined
location and day of
the week will help
volunteers, youth
participants, and
parents make time for
youth events.
Note: Unit II of the IWLA Chapter Manual — Finance, Legal and Fund
Raising, provides more details, including proven tips on soliciting donations
and fundraising options that can easily be applied to a chapter youth
program.
Location and Dates
Setting a predetermined location and day of the week will help volunteers,
youth participants, and parents make time for youth events. For example,
one chapter holds youth program meetings one Saturday per month at the
chapter house from 10am until 12 noon.
Depending on the time of the year, you may be competing with other afterschool activities, youth sport leagues, family vacations, holidays, and hunting
and fishing seasons. So keep that in mind when planning your schedule.
Youth program field trips can be held on the chapter grounds or take you to
a nearby park or private lands. Regardless of the site, it is important to take
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the educational experiences outside — that’s where outdoor learning works
best!
Insurance, Liability, and Safety
As separate and independent entities, chapters are responsible for managing
their own affairs and can be sued and held accountable for their actions. It
is up to each chapter to decide what youth activities best meet its needs and
to ensure that any such activity is carried out safely in compliance with all
applicable laws, regulations, and permits. Each chapter should also seek the
advice of a local attorney on steps it can and should take to help avoid future
liability.
Examples of steps chapters can take to help ensure the safety of all
participants and protect the chapter from future liability include providing
appropriate equipment and training, monitoring the activity closely,
following all safety precautions, carrying adequate liability insurance, and
securing liability release forms from participants, regardless of age.
In addition to complying with all local, state, and federal laws and
regulations and adhering to best practices in managing the chapter’s facilities
and youth activities, all chapters should carry adequate insurance to cover
any potential liabilities. The IWLA Bylaws require all chapters to carry
public liability and property damage insurance covering property owned,
leased, rented, or used by them for their meetings or other activities. It is
always advisable for chapters to consult an attorney and a local insurance
agent to seek independent advice on whether your insurance policy is
adequate to meet your needs and circumstances as they relate to a youth
program.
A liability disclaimer form or liability waiver (a sample is found in this
manual’s Appendices) should be signed by each participant, regardless of
age. Before they can participate, children under the age of 18 also should
have their forms signed by a parent or legal guardian.
It is up to each chapter
to decide what youth
activities best meet
its needs and to
ensure that any such
A photo release disclaimer can and should be included with the liability
waiver. This will ensure that you can use photos and videos you take during
youth events for chapter newsletters, Web site and social media postings, and
news releases to the media.
activity is carried out
As with any planned activity on chapter grounds, spend some time preparing
for the unexpected. Youth leaders and guest instructors need to be briefed
on the standard medical procedures and how to summon emergency medical
responders. Ensure program leaders know the address to give first responders.
permits.
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safely in compliance
with all applicable
laws, regulations, and
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When dealing with kids, you can almost count on the occasional falls,
bumps, cuts, scrapes, and bruises. So when in the field or at an educational
site or classroom setting, a first aid kit needs to be readily available.
Your program registration form should include a section on children’s
medical needs. Children with potentially life-threatening medical conditions
— such as asthma, food allergies, allergy to insect stings, or juvenile diabetes
— should be required to carry medication with them at all times while
participating in your program. If the child is not old enough to administer
his or her medication and a parent will not be present, volunteers should
be trained by the parent and/or a medical professional on the proper use of
medications such as inhalers and auto-injectable epinephrine (e.g., EpiPen).
If there’s the potential for medical emergencies such as seizures or diabetic
reactions, parents should detail warning signs and how volunteers should
respond. For more information about food allergies and anaphylaxis, visit the
Food Allergy and Anaphylaxis Network Web site at www.foodallergy.org.
Teaching in a hands-on atmosphere requires interaction between adults and
youth. Some activities may require physical contact, so a formal procedure
should be followed by all volunteer youth leaders. During the session, if
physical contact is required, the adult should explain the need for the
contact, ask permission, and monitor the young person’s reactions. At least
two adults should be with the youth group at all times, and no adult should
be alone with a child at any time.
Recruiting and
engaging the right
volunteers is critical to
your program success.
In addition, you should consider screening potential youth program
volunteers for criminal histories. Your local police department can walk you
through the process for that. The U.S. Department of Justice, National Sex
Offender Public Web site, is also a good resource for screening potential
volunteers: www.nsopw.gov/Core/Portal.aspx.
Volunteers
Recruiting and engaging the right volunteers is critical to your program
success. A chapter youth program not only provides opportunities to raise
public awareness of your chapter, it can help you recruit new members
and promote volunteer leadership from within your chapter. By vigorously
promoting youth activities in your local community, you are educating
others on the broader mission of the League and the benefits of membership.
Planning and implementing these activities provides an excellent
opportunity to develop future chapter leaders among your members.
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You will need to identify the skills necessary to carry out the youth program
(once the scope of the program has been determined), develop a volunteer
recruitment plan, and establish the methods you’ll use to keep those
volunteers motivated and working.
Recruiting chapter
members and
Recruiting Volunteers
developing them into
Recruiting chapter members and developing them into volunteers should be
a high priority for any chapter, regardless of their intended needs. Use the
following tips to help recruit the youth program’s required manpower:
volunteers should be
NN
Know what skills, interests, and time commitment you need.
NN
Offer varying commitment levels.
NN
Recruit from partner groups.
NN
Invite friends and neighbors.
NN
Advertise events and requests for volunteers.
NN
Offer volunteer orientation and training.
a high priority for any
chapter, regardless of
their intended needs.
Motivating Volunteers
Motivating volunteers is one of the most important aspects of managing
any chapter activity, project, or event. The chapter youth project leader
must provide volunteers with opportunities to meet their expectations and
use their skills effectively. Use the following suggestions to motivate project
volunteers:
NN
Recognize their contributions.
Motivating volunteers
NN
Make the task fun.
is one of the most
Match the assignment to the right volunteer (based on his or her
interests and abilities).
important aspects of
Communicate regularly and ask for feedback.
activity, project, or
NN
NN
Members will only volunteer their time and talent if they derive some
satisfaction from the work they do.
managing any chapter
event.
Note: You can find more information on volunteer recruitment, motivation,
and leadership development in Unit IV of the IWLA Chapter Manual —
Conservation Programs and Projects (see “Chapter Conservation Projects”
heading).
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Marketing and Media
Part of a successful youth program is advertising. When marketing your
chapter youth program, keep in mind that you are marketing it to parents
— not directly to children. Knowing this, focus on writing promotional
materials that will appeal to parents of young children and distributing these
materials in places where parents are likely to be reached. You can place
printed materials anywhere from coffee shops and gymnasiums to sporting
goods stores and bait shops. Look for online community calendars and Web
sites such as Patch.com that promote local events.
You can also reach out through other established youth organizations, such
as Future Farmers of America school chapters, 4-H clubs, and Boy Scout
and Girl Scout troops. Within the chapter, make the announcement in
newsletters, on the chapter Web site, and as a part of e-mail blasts to chapter
members.
Reaching out to local media is another way to spread the word to parents.
Community newspapers are often hungry for local news and photo
opportunities. Local radio stations might announce events taking place in
the community. Prepare and distribute a news release to media outlets in
your area. Explain the League’s mission and the importance of conservation
education and engaging youth in the outdoors and provide event details and
schedules.
Note: Unit VI of the IWLA Chapter Manual — Communications and
Marketing, provides proven communication techniques to help your chapter
improve its community outreach and inform its members.
Part of a successful
youth program is
advertising. When
marketing your
The League’s National Office also has a promotional poster template
designed for youth-related activities that is available in limited quantities for
free (sample found in this manual’s Appendices). When using this template,
be sure to include such information as:
chapter youth
NN
Name of the chapter youth program (such as Young Ikes)
program, keep in mind
NN
Chapter’s name (spell out Izaak Walton League of America, if possible)
that you are marketing
NN
Date(s) and time(s) for the event(s)
it to parents — not
NN
Location with simple directions
directly to children.
NN
Target audience (ages)
NN
Special requirements (if any)
NN
Fees (if any)
NN
Provided meals or snacks (if applicable)
NN
Sponsors (if any other than the chapter)
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Youth Activities
Chapter-sponsored youth events can attract children of all ages, requiring
a range of educational approaches. Although there are a variety of
environmental education activities available to engage children of all ages, this
manual is focused on youth ages 5 to 11. The primary goal the activities found
in this manual is to give youth a positive, enjoyable experience with nature.
How to Use This Manual
This manual provides
This manual, Engaging Youth In The Outdoors — A How-To Chapter Manual,
provides information on how to engage young people of varying ages with the
environment and in the outdoors. We hope you can use these activities as the
basis for a successful chapter youth program.
information on how to
Refer to Unit II — Youth Activities for more details on “Suggested Youth
Activity Lesson Plans” available for your chapter youth program. Under Unit
II of this manual, there are five tabbed sections divided under the categories
Soil, Air, Woods, Waters, and Wildlife (which correspond with the League’s
mission). Within these tabbed sections are Suggested Youth Activity Lesson
Plans. These field-tested activities were selected specifically for youth ages 5 to
11.
outdoors.
Core learning objectives are identified in each lesson plan. A list of “Additional
Objectives” is provided at the end of each category section, which may be
helpful to youth leaders who want to add lessons of their own. Also at the end
of each tabbed section is a page of “Additional Projects and Activities” that
may be helpful in developing additional youth projects and activities.
engage young people of
varying ages with the
environment and in the
Another helpful tool,
Take the time to thoroughly review and study the contents of Unit II for
a better understanding of how these suggested activities were designed to
engage, encourage, and educate youth in the outdoors.
the IWLA Chapter
How to Use the IWLA Chapter Manual
governance, financial
Available to your chapter in print and electronic format, the IWLA Chapter
Manual provides information on governance, financial management, legal
issues, and fundraising strategies. It also includes ideas on membership
recruitment, conservation projects and outdoor activities, and public relations
strategies.
Many chapters have years of experience in planning and developing
conservation projects and outdoor recreation activities. The IWLA
Chapter Manual provides descriptions of a variety of projects and activities
undertaken by League chapters nationwide and are based on information
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Manual, provides
information on
management, legal
issues, and fundraising
strategies. It includes
ideas on membership
recruitment,
conservation projects
and outdoor activities,
and public relations
strategies.
III-9
submitted by individual chapters. At the end of each activity, you’ll find a
list of multiple chapters that have conducted the activity, so you can contact
them and exchange ideas or ask questions related to the activity — many of
which can be modified for use in your chapter youth program.
Note: At the end of the IWLA Chapter Manual Unit IV — Conservation
Programs and Projects, are detailed Sample Conservation Project sheets.
Sample Outdoor Recreation and Activity sheets are found at the end of
Unit V — Outdoor Recreation and Activities. The Appendices of the IWLA
Chapter Manual provide additional examples of “Chapter Conservation
Projects” and “Chapter Outdoor Recreation and Activities.”
We hope that your chapter members and the youth with whom you work
continue to have a great time in the outdoors and that these activities and
projects will help you do so.
Youth and the League
League Membership
Today’s young people are tomorrow’s conservationists. It is beneficial to have
young people join the League at an early age and feel included at the chapter
level.
The League asks that every chapter offer all four classes of membership to
their new and renewing members, including these two for young Ikes:
Today’s young people
are tomorrow’s
conservationists. It
is beneficial to have
young people join the
League at an early age
and feel included at
the chapter level.
Youth Membership: This membership class is for youth age 17 and younger.
Youth members receive one membership card but are not entitled to
vote, except at a chapter’s recognized youth group meeting. Privileges are
determined by the chapter and may be limited.
Student Membership: This membership class is for full-time students,
ages 18 to 21. A full-time undergraduate student over the age of 21 may
also be considered a student member. The student’s full-time status can
be determined by an official transcript from a trade school, college, or
university. The member receives one membership card and is entitled to one
vote. Chapter privileges are determined by the chapter.
Note: The other two membership classifications are Individual and Family
Members.
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National Youth Convention
At each IWLA National Convention, held in July at different locations
across the country, a Youth Convention is held in conjunction with the
annual meeting. Open to children and grandchildren of League members
attending the National Convention, the Youth Convention offers an array
of outdoor and educational experiences designed to spark an interest in
conservation and love of the outdoors. A nominal registration fee includes
a one-year youth or student membership to the League. (Most of the Youth
Convention program cost is covered by a grant from the IWLA Endowment
and donations from League members across the country who support youth
education.)
More information is made available each year in Outdoor America magazine
and online at www.iwla.org/convention.
A Youth Convention
held in conjunction
with the League’s
annual meeting offers
an array of outdoor and
educational experiences
designed to spark an
interest in conservation
and love of the
outdoors.
National Recognition Awards
Each year, the League presents several awards at the National Convention
that are related to youth programs at the chapter level.
The Robert C. O’Hair Award recognizes the chapter that has carried out the
most outstanding youth program during the previous year. In some instances,
award winners have hosted a regular youth program at the chapter. Other
winners have held long-standing community youth events several times each
year.
The Outdoor America’s Future Award is presented to a youth or student
member who has volunteered many hours at the local or state level in
conservation projects and recognizes related efforts in school, community
service, or chapter leadership development. By virtue of his or her grassroots
efforts, this young member is considered an “up and coming” future leader of
the League and is expected to mentor other youth members at the chapter.
The Defenders Chapter Achievement Award is named after the League’s
motto: “Defenders of Soil, Air, Woods, Waters, and Wildlife.” Chapters
receive this award based on activities and accomplishments over the course
of one year. One of the six award criteria includes youth development, such
as maintaining an established chapter youth program or providing financial
and volunteer support for an outdoor or conservation education event for
local youth.
Each year, the League
presents several
awards at the National
Convention that are
related to youth
programs at the
chapter level.
Chapters are encouraged to submit nominations for these and other IWLA
national awards. More information, including nomination and application
forms and annual deadline dates, is available online at www.iwla.org/chapters.
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Scholarships
Many IWLA chapters and state divisions offer scholarships to eligible
college-bound high school students who intend to study conservation
or environmental majors at accredited universities. In recent years, the
total amount of chapter- and division-sponsored annual scholarships has
surpassed roughly $125,000, with individual awards ranging from $100 to
$2,000.
As a complement to these offerings, the League’s National Office offers
a National Conservation Scholarship to two qualifying college students
with conservation or environmental majors. These scholarships are funded
through a grant from the IWLA Endowment. More information about this
scholarship program is available online at www.iwla.org/scholarship.
All of these scholarships provide students not only with financial support
but also with moral support from like-minded conservationists. As these
students pursue natural resources careers, they help to advance the League’s
conservation mission.
Many IWLA chapters
and state divisions
offer scholarships
to eligible collegebound high school
students who intend
to study conservation
or environmental
majors at accredited
universities.
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U N I T I V:
RESOURCES
Resources
UNIT IV:
RESOURCES
SUMMARY — This unit lists suggested resources from government entities,
organizations, and assorted publications and Web sites that may be used to
assist your chapter’s youth leaders with their outdoor activities and projects
and your chapter youth program. Availability of publications and Web sites is
subject to change.
Government
State Natural Resources Departments, Fish and Wildlife Agencies, and Other Entities
Alaska Department of Fish and Game, Kid’s Page: www.adfg.alaska.gov
Arizona Department of Environmental Quality, DEQ for Kids: www.azdeq.gov
California Department of Boating and Waterways, Aqua Smart: www.dbw.ca.gov/AquaSmart
Department of Transportation, Kid’s Page: www.dot.ca.gov/kids
Colorado
Division of Wildlife, Student Activities: www.wildlife.state.co.us/ Education/StudentActivities/KidsPage
Delaware
Solid Waste Authority, Kids Club: www.dswa.com/kids_club
State of Delaware, Kid’s Page: www.delaware.gov
Florida Department of Environmental Protection, Kid’s Page: www.dep.state.fl.us
Georgia
Department of Agriculture, Kid’s Page: www.mhddad.dhr.georgia.gov
Idaho State of Idaho, Just for Kids: www.idaho.gov/education
Illinois Department of Natural Resources, Kids and Education: www.dnr.state.il.us/education
Indiana Department of Natural Resources, Kid’s Page: www.in.gov/dnr/kids
Iowa
Department of Natural Resources, Kids: www.iowadnr.gov/Education/ForKids.aspx
Louisiana Department of Natural Resources, Student’s Page: www.dnr.louisiana.gov
Maine
State of Maine, Maine Kids: www.maine.gov/sos/kids
Maryland
Department of Natural Resources, My DNR: www.dnr.state.md.us/mydnr
Michigan
State of Michigan, Michigan Kids: www.michigan.gov/kids
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IV-1
Minnesota
Department of Natural Resources, DNR for Kids!: www.dnr.state.mn.us/dnrkids
Mississippi
Department of Wildlife, Fisheries and Parks, Kid’s Club: www.mdwfp.com
Missouri
Department of Natural Resources, Education and Interpretation: www.dnr.mo.gov/education
Montana State of Montana, A Student Guide: www.mhs.mt.gov/education
Nebraska Game and Parks Commission, Just for Kids: www.outdoornebraska.ne.gov/Education
New Mexico Environment Department, Air Quality Kid’s Page: www.nmenv.state.nm.us/aqb/kids
Learn About New Mexico: www.newmexico.org/learn
New York
Department of Environmental Conservation, Student Information: www.dec.ny.gov/education/69.html
North Carolina Office of Environmental Education: www.ee.enr.state.nc.us/index.asp
Ohio
Department of Natural Resources, Park Pals: www.ohiodnr.com/parks
Oregon
State Legislature, Kids Page: www.leg.state.or.us/kids
Pennsylvania Department of Conservation and Natural Resources, Kid’s Page: www.dcnr.state.pa.us/education
Department of Environmental Protection, Just for Kids: www.depweb.state.pa.us
South Dakota Department of Environment and Natural Resources, Kid’s Page: www.denr.sd.gov
Texas
Parks and Wildlife, Outdoor Kids: www.tpwd.state.tx.us/kids
Virginia
Department of Environmental Quality, Kid’s Cave: www.denr.sd.gov
Washington Department of Natural Resources, Students and Teachers Page: www.dnr.wa.gov//recreationeducation
West Virginia Division of Natural Resources, Kid Zone: www.wvdnr.gov/wildlife/funzone.shtm
Wisconsin
Department of Natural Resources, Environmental Education for Kids (EEK!): www.dnr.wi.gov/eek
Wyoming
Game and Fish Department, Education Page: www.wgfd.wyo.gov
Federal Departments and Agencies
U.S. Department of Agriculture www.usda.gov
Forest Service www.fs.fed.us
Natural Resources Conservation Service
www.nrcs.usda.gov
U.S. Department of Energy www.fueleconomy.com
U.S. Department of Interior www.doi.gov
www.blm.gov
Bureau of Land Management IV-2
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Fish and Wildlife Service
www.fws.gov
Geological Surveywww.usgs.gov
U.S. Environmental Protection Agency www.epa.gov
Organizations
Association of Fish and Wildlife Agencies www.fishwildlife.org
American Camp Association
www.acacamps.org
American Sportfishing Association
www.asafishing.org
Archery Trade Association
www.archerytrade.org
Becoming an Outdoors Woman www.uwsp.edu/cnr/bow
Big Brothers/Big Sisters of America
www.bbsa.org
Boone and Crockett Club
www.boone-crockett.org
Boy Scouts of America
www.scouting.org
Children & Nature Network
www.childrenandnature.org
Conservation Fundwww.conservationfund.org
Dallas Safari Clubwww.biggame.org
Defenders of Wildlifewww.defenders.org
Ducks Unlimited (DU) www.ducks.org
Greenwingswww.ducks.org/related/greenwings
Friends of the Earth
www.foe.org
Future Fisherman Foundation
www.futurefisherman.org
Girl Scouts of America
www.girlscouts.org
International Hunter Education Association
www.ihea.com
Izaak Walton League of America (IWLA)
www.iwla.org
Young Ikeswww.iwla.org/youngikes
North American Association of Environmental Education www.naaee.net
National Audubon Society
www.audubon.org
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IV-3
National Rifle Association (NRA)
Youth Hunter Education Challenge
National Shooting Sports Foundation (NSSF)
www.nra.org
www.nrahq.org/hunting/yhec
www.nssf.org
Step Outsidewww.stepoutside.org
National Wildlife Federation (NWF)
www.nwf.org
National Wild Turkey Federation (NWTF)
www.nwtf.org
JAKESwww.nwtf.org/jakes/about.html
Natural Resources Defense Council
www.nrdc.org
Orion the Hunter Institute
www.huntright.org
Outdoors Alliance for Kids (OAK)
https://sites.google.com/site/outdoorsallianceforkids
Pass It Onwww.outdoormentors.org
Pheasants Foreverwww.pheasantsforever.org
Pope and Young Club
www.pope-young.org
Project Learning Treewww.plt.org
Project Wet www.projectwet.org
Project Wildwww.projectwild.org
Rails to Trails Conservancy
www.traillink.com
Recreational Boating and Fishing Foundation
www.rbff.org
Take Me Fishingwww.takemefishing.org
Rocky Mountain Elk Foundation
www.rmef.org
Sierra Clubwww.sierraclub.org
The Wildlife Societywww.widlife.org
Trout Unlimited (TU)www.tu.org
U.S. Sportsmen Alliance www.ussportsmen.org
Trailblazer Adventure www.trailblazeradventure.org
Whitetails Unlimitedwww.whitetailsunlimited.com
Wilderness Societywww.wilderness.org
IV-4
2 0 1 2 | E N G A G I N G Y O U T H I N T H E O U T D O O R S — A H O W- T O C H A P T E R M A N U A L
Wildlife Foreverwww.wildlifeforever.org
Wildlife Habitat Council
www.wildlifehc.org
Wildlife Management Institute (WMI) www.wildlifemanagementinstitute.org
World Wildlife Federation
www.wwf.org
Youth Shooting Sports Alliance (YSSA)
www.youthshootingsa.com
Publications
A Field Guide to Freshwater Fisheries (Peterson Field Guide), by Lawrence M. Page, Brook M. Burr, and
Roger Tory Peterson, Houghton Mifflin Harcourt, 1991.
A Field Guide to Reptiles and Amphibians of Eastern and Central North America (Peterson Field Guide), by Roger
Conant and Joseph T. Collins, Houghton Mifflin Harcourt, Third Edition, 1998.
A Field Guide to Reptiles and Amphibians of Western North America (Peterson Field Guide), by Roger Conant and
Joseph T. Collins, Houghton Mifflin Harcourt, Fourth Edition, 1998.
A Field Guide to Rocks and Minerals (Peterson Field Guide), by Frederick H. Pough and Roger Tory Peterson,
Houghton Mifflin Harcourt, Fifth Edition, 1998.
A Field Guide to Wildflowers (Peterson Field Guide), by Roger Tory Peterson, Houghton Mifflin Harcourt, 1996.
A Guide to Common Freshwater Invertebrates of North America, by J. Reese Voshell, Jr., McDonald Woodward,
2002.
A Handbook for Stream Enhancement and Stewardship, by the Izaak Walton League of America, McDonald
Woodward, 2006.
A Parents’ Guide to Nature Play, by Ken Finch, Green Hearts Institute for Nature in Childhood, 2009.
A Teacher’s Guide to Air Quality Awareness Week, by the Clean Air Campaign, 2012.
A Volunteer Monitor’s Field Guide to Aquatic Macroinvertebrates Field Charts, by the Izaak Walton League of
America, 2002.
Cover Crop Fundamentals, AGF-142-99, by Diane Relf, Ohio State University, Department of Horticulture
and Crop Science, 1999.
Environmental Education Activities Manual, by William Stapp and Dorothy Cox, 1979.
Flash Card of Common Freshwater Invertebrates of North America, by J. Reese Voshell, Jr., McDonald
Woodward, 2010.
Handbook of Nature Study, by Anna Botsford Comstock, Cornell Publishing Associates, 1967.
E N G A G I N G Y O U T H I N T H E O U T D O O R S — A H O W- T O C H A P T E R M A N U A L | 2 0 1 2
IV-5
Hands-On Nature: Information and Activities for Exploring the Environment with Children, edited by Jenepher
Lingelbach, Vermont Institute of Natural Science, 2000.
Hands On Save Our Streams — The Save Our Streams Teacher’s Manual, by the Izaak Walton League of
America, 1994.
Holding on to the Green Zone Action Guide, by the U.S. Department of the Interior, U.S. Bureau of Land
Management, 2008.
Insects: A Guide to Familiar American Insects (A Golden Guide), by Clarence Cottom and Herbert S. Zim, St.
Martins Press, 2001.
IWLA Chapter Manual, by the Izaak Walton League of America, 2008.
Keeping a Nature Journal: Discover a Whole New Way of Seeing the World Around You, by Claire Walker Leslie,
Storey Publishing, 2003.
Last Child in the Woods, by Richard Louv, Algonquin Books of Chapel Hill, 2006.
“Leave No Child Inside,” Outdoor America (Fall 2006), by Brian McCombie, Izaak Walton League of America,
2006.
Nature at Your Doorstep, by Carole G. Basile, Jennifer Gillespie-Malone, and Fred Collins, Teacher Ideas Press,
1997.
Nature Drawing: A Tool for Learning, by Claire Walker Leslie and Kendall Hunt, 1995.
“Nature Play Spaces,” Outdoor America (Spring 2012), by Julies Dieguez, Izaak Walton League of America,
2012.
Nature with Children of All Ages, by Edith Sisson, Massachusetts Audubon Society, 1990.
Outdoor Play for Every Day, by the National Wildlife Federation, 2012.
Outdoor Skills Workshop Guide, by the Nebraska Game and Parks Commission, 2003.
Peterson Field Guide to Animal Tracks, by Olaus Murie and Mark Elbroch, Houghton Mifflin Harcourt, Third
Edition, 2005.
Peterson Field Guide to Birds of North America, by Roger Tory Peterson, Houghton Mifflin Harcourt, 2008.
Peterson Field Guide to Mammals of North America, by Fiona Reid, Houghton Mifflin Harcourt, Fourth Edition,
2006.
Pond Life (A Golden Guide), by George Reid, St. Martins Press, 2001.
Project Learning Tree: PreK – 8 Environmental Education Activity Guide, by the American Forest Foundation,
Fifth Printing, 2003.
Project WET Curriculum and Activity Guide, by Project WET International Foundation and the Council for
Environmental Education, 1995.
IV-6
2 0 1 2 | E N G A G I N G Y O U T H I N T H E O U T D O O R S — A H O W- T O C H A P T E R M A N U A L
Project WILD K-12 Curriculum and Activity Guide, by Project WILD and the Council for Environmental
Education, 2005
Sharing Nature with Children, by Joseph Bharat Cornell, Ananda Publications, 1979.
Sharing Nature with Children II, by Joseph Bharat Cornell, Dawn Publications, 1988.
Sharing the Joy of Nature, by Joseph Bharat Cornell, Dawn Publications, 1989.
Soil and Water Conservation Activities for Youth, Program Aid Number 1391, by the U.S. Department of
Agriculture, Soil Conservation Service (now the Natural Resources Conservation Service), 1986.
Teaching Green: The Elementary Years, by Tim Grant and Gail Littlejohn, New Society Publisher, 2005.
Teaching Green: The High School Years, by Tim Grant and Gail Littlejohn, New Society Publisher, 2009.
Teaching Green: The Middle Years, by Tim Grant and Gail Littlejohn, New Society Publisher, 2004.
Ten-Minute Field Trips, by Helen Ross Russell, National Science Teachers Association, 1998.
“Ten Ways To Attract Youth To Your Chapter,” Outdoor America (Summer 2008), by Cindy Han, Izaak Walton
League of America, 2008.
The Guide to Aquatic Insects and Crustaceans, by the Izaak Walton League of America, Stackpole Books, 2006.
The Nature Connection, by Clare Walker Leslie, Storey Publishing, 2010.
The Nature Principle, by Richard Louv, Algonquin Books of Chapel Hill, 2012.
The Nature Specialist — A Complete Guide to Programs and Activities, by Lenore Hendler Miller, American
Camp Association, 1996.
The Sense of Wonder, by Rachel Carson, Harper & Row Publishers, 1965.
The Sibley Guide to Trees, by David Allen Sibley, Alfred A. Knopf, Inc., 2009.
Trees (A Golden Guide), by Alexander Martin, and Herbert Zim, St. Martin’s Press, 2001.
Trees — Fandex Family Field Guide, by Steven Aronson, Workman Publishing, 2010.
Volunteer Development 101, by Barry A. Garst, American Camping Association, 2010.
WOW! The Wonders of Wetlands, The Watercourse and Environmental Concern, Inc., 1995.
Young Ikes Activity Book — Ages 5 to 8, by the Izaak Walton League of America, 2011.
Young Ikes Activity Book — Ages 9 to 11, by the Izaak Walton League of America, 2011.
Young Ikes Worksheets — Ages 5 and younger, by the Izaak Walton League of America, 2011.
Young Ikes Worksheets — Ages 6 to 8, by the Izaak Walton League of America, 2011.
Young Ikes Worksheets — Ages 9 to 11, by the Izaak Walton League of America, 2011.
E N G A G I N G Y O U T H I N T H E O U T D O O R S — A H O W- T O C H A P T E R M A N U A L | 2 0 1 2
IV-7
Web Sites
Air Pollution Basic Facts: www.epa.gov/air/basic.html
Aquatic Invertebrate Illustrations: www.aces.edu/pubs/docs/A/ANR-0911
Aquatic Invertebrate Illustrations: www.riverwatch.ab.ca/how_to_monitor/invert_identifying-ident.cfm
Bizarre Stuff You Can Make in Your Kitchen: www.bizarrelabs.com
Cover Crop Fundamentals: http://ohioline.osu.edu/agf-fact/0142.html
Explore Life of the Pond: http://library.thinkquest.org/04oct/00228/animals.html
Field Book for Describing and Sampling Soils: http://soils.usda.gov/technical/fieldbook/
Interesting Air Pollution Facts: www.evsroll.com/Interesting_air_pollution_facts.html
Introduction to Seed Dispersal: www.mbgnet.net/bioplants/seed.html
Introduction to Wind-Pollinated Trees: http://northernwoodlands.org/articles/article/why_are_some_
trees_pollinated_by_wind_and_some_by_insects/
Izaak Walton League of America, Creek Freaks: www.creakfreaks.net
Izaak Walton League of America, Young Ikes: www.iwla.org/youngikes
Particulate Matter: www.epa.gov/pm
Parts Of A Tree: www.ncforestry.org/webpages/classroom%20activities/trees/partsoftree/index.html
Photographs of Dispersed Fruits: www.cas.vanderbilt.edu/bioimages/pages/fruit-seed-dispersal.htm
Photographs of Pollinated Flowers: www.cas.vanderbilt.edu/bioimages/pages/pollination.htm
The Anatomy Of A Tree: www.arborday.org/treeGuide/anatomy.cfm
What Tree Is That? www.arborday.org/trees/whatTree
What Is Particulate Matter? www.airinfonow.org/html/ed_particulate.html
Why Leaves Change Colors: www.na.fs.fed.us/fhp/pubs/leaves/leaves.shtm
Wind-Dispersed Seeds: http://waynesword.palomar.edu/plfeb99.htm
IV-8
2 0 1 2 | E N G A G I N G Y O U T H I N T H E O U T D O O R S — A H O W- T O C H A P T E R M A N U A L
APPENDICES
Appendices
CONTENTS OF APPENDICES
A. YOUNG IKES WORKSHEETS PROMOTIONAL FLIER
B. YOUNG IKES WORKSHEETS
C. YOUNG IKES ACTIVITY BOOKS ORDER FORM
D. YOUNG IKES ACTIVITY BOOK — AGES 5 TO 8
E. YOUNG IKES ACTIVITY BOOK — AGES 9 TO 11
F. LIABILITY WAIVER AND PHOTO RELEASE FORM
G. IWLA CHAPTER PROMOTIONAL POSTERS ORDER FORM
H. CHAPTER PROMOTIONAL POSTER — YOUTH-RELATED ACTIVITIES AND EVENTS
E N G A G I N G Y O U T H I N T H E O U T D O O R S — A H O W- T O C H A P T E R M A N U A L | 2 0 1 2
APPENDIX A:
YO U NG I KE S W O RKS HE E TS
P R O M OT I O NAL FLIE R
E N G A G I N G Y O U T H I N T H E O U T D O O R S — A H O W- T O C H A P T E R M A N U A L | 2 0 1 2
young IKES Worksheets
The Izaak Walton League’s newest youth-focused materials help children understand
the natural world around them and what they can do to protect our precious natural
resources. Each page was designed to print out easily from your home computer for
your chapter’s use. To download any of these worksheets, visit our Web site at
www.iwla.org/YoungIkes. Then duplicate the pages as many times as needed.
These four fun worksheets were developed specifically for kids 5 and younger:
Kids ages 6 to 8:
© 2011 Izaak Walton League of America
Kids ages 9 to 11:
APPENDIX B:
YO U NG I KE S W O RKS HE E TS
E N G A G I N G Y O U T H I N T H E O U T D O O R S — A H O W- T O C H A P T E R M A N U A L | 2 0 1 2
Connect the dots to discover a very common wild animal
found across the United States. What is it?
(See answer at bottom of page)
there were almost
none of these left
100 years ago. People
stepped in to protect
these animals, and
today you can find
them almost everywhere!
young
IKES
Target ages: 5 and under
AnSwer: White-tailed deer.
A program of the
Izaak Walton League
of America
Learn more about the outdoors at www.iwla.org/YoungIkes | 800-IKE-LINE
© 2011 IzAAK WALtoN LEAguE of AmErIcA
Help the fish find its next insect meal.
fish need clean water — and so do the insects they eat. Some insects
can only live in water that has little or no pollution.
young
IKES
A program of the
Izaak Walton League
of America
Target ages: 5 and under
Learn more about the outdoors at www.iwla.org/YoungIkes | 800-IKE-LINE
© 2011 IzAAK WALtoN LEAguE of AmErIcA
All wild animals need three things to survive:
Food, water, and a home.
young
IKES
A program of the
Izaak Walton League
of America
Target ages: 5 and under
Learn more about the outdoors at www.iwla.org/YoungIkes | 800-IKE-LINE
© 2011 IzAAK WALtoN LEAguE of AmErIcA
Fish and wildlife need
clean water — and so do you!
young
Keep our streams and rivers clean by
picking up your trash and recycling
paper, cans, and bottles.
IKES
A program of the
Izaak Walton League
of America
Target ages: 5 and under
Learn more about the outdoors at www.iwla.org/YoungIkes | 800-IKE-LINE
© 2011 IzAAK WALtoN LEAguE of AmErIcA
What’s for dinner?
connect the dots to discover three hungry animals.
young
IKES
A program of the
Izaak Walton League
of America
Target ages: 6 to 8
these North American animals — eagle, wolf, and snake — are looking
for their next meals. Every wild animal, either predator or prey, has its
place in the food chain.
Learn more about the outdoors at www.iwla.org/YoungIkes | 800-IKE-LINE
© 2011 IzAAK WALtoN LEAguE of AmErIcA
Pond Life
Ponds are home to a variety of fish, mammals, birds, reptiles, amphibians, insects, and plants
that live in and around the water. can you identify them?
3 Across: DrAgoNfLY; 4 Across: frog; 6 Across: BEAVEr; 7 Across: HEroN; 9 Across: SNAKE
AnsWer: 1 Down: LILY PAD; 2 Down: cAtfISH; 3 Down: DucK; 5 Down: turtLE; 6 Down: BASS; 8 Down: ottEr
young
IKES
A program of the
Izaak Walton League
of America
Target ages: 6 to 8
Learn more about the outdoors at www.iwla.org/YoungIkes | 800-IKE-LINE
© 2011 IzAAK WALtoN LEAguE of AmErIcA
___ ___ ___
atb
___
___
___
___
___
___
___
___
___
___
© 2011 IzAAK WALToN LEAgUE of AMErIcA
Learn more about the outdoors at www.iwla.org/YoungIkes | 800-IKE-LINE
These trees provide many important
benefits to wildlife, including a source
of food and a place to rest or hide. After
trees decay, their nutrients return to the
soil to feed new plants.
___
___
A program of the
Izaak Walton League
of America
IKES
young
___
dslnameraa
nrwe ___
elbete ___ ___ ___ ___ ___ ___
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
oeerwopdkc
sompuos ___ ___ ___ ___ ___ ___ ___
corncao ___ ___ ___ ___ ___ ___ ___
___ ___ ___
lwo
Many animals rely on dead and dying trees. Use the picture
to help you unscramble the animal names below.
Wildlife Needs Dead Trees
ANsWers: owl, bat, raccoon, opossum, woodpecker, beetle, wren, salamander
Target ages: 9 to 11
signs, signs, everywhere there are signs.
You may not always see them, but wild animals are everywhere in outdoor America. match the
animal names to signs commonly found in nature — and learn what to look for on your next walk
in the woods.
BEAr
BEAVEr
DEEr
EAgLE
PorcuPINE
rAccooN
SANDPIPEr
SQuIrrEL
WooDPEcKEr
IKES
A program of the
Izaak Walton League
of America
Target ages: 9 to 11
AnsWers: Bears claw trees to sharpen their claws before a hunt. Beavers build lodges in the water. Deer shed
antlers each year and grow new ones. Eagles nest in trees to raise their young. Porcupines are herbivores and eat
the bark off tasty trees. raccoons eat and later leave behind an obvious animal sign. Sandpipers hunt for foot at the
water’s edge. Squirrels love nuts! Woodpeckers bore for insects under the bark of dead or dying trees.
young
Learn more about the outdoors at www.iwla.org/YoungIkes | 800-IKE-LINE
© 2011 IzAAK WALtoN LEAguE of AmErIcA
APPENDIX C:
YO U NG I KE S AC TIVITY
B O OKS O R D E R FO RM
E N G A G I N G Y O U T H I N T H E O U T D O O R S — A H O W- T O C H A P T E R M A N U A L | 2 0 1 2
IWLA Young Ikes Activity Books
Izaak Walton League members across the country have been leaders in connecting
young people to hunting, fishing, conservation, and the great outdoors.
Available in vibrant color with original illustrations on 100% recycled paper, these
two newly-produced Young Ikes Activity Books are filled with games and puzzles
designed to engage future conservation leaders. Activities were developed using
age-appropriate concepts and are centered on the League’s core conservation
mission: Defending America’s soil, air, woods, waters, and wildlife.
These activity books are ideal for introducing youth to conservation issues, whether
you have a Young Ikes program at your chapter or are working with youth in your
community. Each book includes space on the back cover for you to personalize with
chapter information (e.g., phone numbers, address, meeting dates, Web site).
Inside each book you’ll find …
Activities for youth ages 5 – 8:






Soil: Matching animals and insects to their
places above and below ground.
Air: A maze that helps youth navigate around
air pollutants.
Woods: Coloring page that helps youth match
the names and images of animals that rely on
dead and dying trees for food and shelter.
Waters: Crossword puzzle on animals that live
in and around the water.
Wildlife: Connect the dots — and the North
American predators to their prey.
Bonus: A hidden picture puzzle that encourages
youth to explore outdoor America.
Activities for youth ages 9 – 11:





Soil: A crossword puzzle that explains problems
caused by soil erosion and introduces organisms
beneficial to soil health.
Air: An energy quiz that explores the pros and cons
of different sources of energy, including their
potential effects on air quality.
Woods: A word scramble using the names of animals
that rely on dead or dying trees for food and shelter.
Waters: Finding the differences between two
pictures to identify actions people take that can
improve or damage water quality in nearby streams.
Wildlife: Matching animal names to signs left by
wildlife.
To view these activity books online, visit www.iwla.org/youngikes.
(Turn over for order form)
IWLA Young Ikes Activity Books ORDER FORM
Use this form to purchase Young Ikes Activity Books. No limit. Purchase as many sets of 200
as you may need. Shipping and handling is included in the purchase price. All orders will be
shipped via U.S. Postal Service Priority Mail. Please allow 10 business days for fulfillment.
SPECIFY DESIRED QUANTITIES
Qty.
____
Item
Unit Price
Box of 200 Young Ikes Activity Books
Total Amount Enclosed
$100
$ _____
You can mix and match your Young Ikes Activity Books (YIAB) order in increments of 50.
Please check which of the following combinations you wish to receive:
Please check below which one of the following combinations you wish to receive:
___
200 YIAB Ages 5–8 (Blue/Green Cover) ONLY
___
200 YIAB Ages 9–11 (Red/Orange Cover) ONLY
___
150 YIAB Ages 5–8 and 50 YIAB Ages 9–11 COMBINATION
___
100 YIAB Ages 5–8 and 100 YIAB Ages 9–11 COMBINATION
___
50 YIAB Ages 5–8 and 150 YIAB Ages 9–11 COMBINATION
PAYMENT
[ ] Check/money order enclosed. Make payable to: Izaak Walton League of America (IWLA)
[ ] Or charge my: [ ] MasterCard
[ ] VISA
[ ] American Express
[ ] Discover
Card No.: ___________________________________________ Expires: _________________
Account Name (Please Print): _____________________________________________________
Authorized Signature: ___________________________________________________________
SEND TO
Name ______________________________________________________________________
Chapter Name _________________________________ Chapter ID No. ______ - _______
(If known)
Street Address _______________________________________________________________
City ___________________________________ State ______ Zip __________ - _______
RETURN ORDER FORM TO
Izaak Walton League of America
707 Conservation Lane
Gaithersburg, MD 20878-2983
.
TO ORDER DIRECT
By Phone: Call toll-free (800) IKE-LINE (453-5463), extension 255
(9:00 am to 5:00 pm ET, Monday through Friday).
Fax/E-mail: You can fax your order form (with credit card information) to (301) 548-0146
or e-mail it to: [email protected].
IWLA USE: FY12 – Postage/Parcel for Shipping and Handling #520. Revenue #44100-520 .
REV. 12/2011
APPENDIX D:
YO U NG I KE S AC TIVITY
B O OK — A GE S 5 TO 8
E N G A G I N G Y O U T H I N T H E O U T D O O R S — A H O W- T O C H A P T E R M A N U A L | 2 0 1 2
FOR POSITION ONLY.
SUPPLIED MATERIALS.
APPENDIX E:
YO U NG I KE S AC TIVITY
B O OK — A GE S 9 TO 11
E N G A G I N G Y O U T H I N T H E O U T D O O R S — A H O W- T O C H A P T E R M A N U A L | 2 0 1 2
FOR POSITION ONLY.
SUPPLIED MATERIALS.
APPENDIX F:
LI AB I L I T Y WAIVE R AND
P H O TO R E L E AS E FO RM
E N G A G I N G Y O U T H I N T H E O U T D O O R S — A H O W- T O C H A P T E R M A N U A L | 2 0 1 2
_________________ Chapter
Izaak Walton League of America
Liability Waiver and Photo Release
*PLEASE READ THE WAIVER BELOW PRIOR TO SIGNING*
I acknowledge that I am voluntarily participating in an Izaak Walton League
Chapter event (activity, project and/or training course). I understand as a
volunteer participant that I will not be paid for my services, that I will not be
covered by any medical or other insurance coverage provided by the Izaak
Walton League of America, and that I will not be eligible for any Workers
Compensation benefits.
I hereby agree that I, and anyone else claiming through me, will not make a
claim against the Izaak Walton League of America, any of its affiliated and
partner organizations or contractors, or either of their officers or directors
collectively or individually, or the supplier of any materials or equipment that
is used for such an Izaak Walton League Chapter event, or any of the
volunteer workers, for the injury or death to me or damage to my property,
however caused, arising from my participation in an Izaak Walton League
Chapter event, including any such claims which allege negligent acts or
omissions of the Izaak Walton League of America and/or other above-named
parties. This release is intended to be broad in its effect. I hereby agree to
accept any and all risks of injury, illness or death in connection with my
participation in an Izaak Walton League Chapter event. I have carefully read
this assumption of risk and general liability release agreement, and I fully
understand its contents. I am aware that this is a release of liability and a
legal contract between me and this Izaak Walton League Chapter, its State
Division, if applicable, and the Izaak Walton League of America and that it
affects my legal rights. I am signing this document of my own free will.
I further consent to the unrestricted use by the Izaak Walton League of
America and/or person(s) authorized by them of any photographs,
recordings, interviews, videotapes, motion pictures, or similar audio and/or
visual recording of me and/or my family members.
___________________________
Name
____________________________
Signature
If under age 18, signed by Parent or Legal Guardian:
___________________________
Name
___________________________
Date
____________________________
Signature
APPENDIX G:
I WL A C H A P T E R PRO MO TIO NAL
P O ST E R S O R D E R FO RM
E N G A G I N G Y O U T H I N T H E O U T D O O R S — A H O W- T O C H A P T E R M A N U A L | 2 0 1 2
IWLA CHAPTER PROMOTIONAL POSTERS ORDER FORM
Youth-Related
Activities & Events
Membership
Recruitment
League Name &
Marketing
Conservation Projects
or Educational Events
Outdoor Recreational
Events & Activities
The Izaak Walton League has made available a set of five chapter promotional posters along with
editing templates and “blank” poster stock for your chapter’s use. Each poster is available in
pre-printed full-color stock (8½” x 11”) with an open section for inserting your chapter’s
event/activity title, date, location, other contact information, and Web site.
Using the poster stock and templates, your chapter can easily create attractive posters for your
promotional use. Chapters are encouraged to produce and distribute their own posters and use
them to promote specific information about their League chapter in their community!
TO ORDER
Use this form to request free, limited bulk quantities — up to 25 copies (of each design) at
one time — of the “blank” IWLA chapter promotional poster sheets from the IWLA National
Office. Please allow 10 business days for fulfillment of your order.
DESIRED QUANTITIES
Style Number
1.
2.
3.
4.
5.
“Poster Title”
“Outdoor America’s Future”
__ 5
“Join Us At A Chapter Near You”
__ 5
“Defenders Of Soil, Air, Woods, Waters And Wildlife”
__ 5
“Conservation Is Our Mission”
__ 5
“Enjoying And Protecting America’s Outdoors”
__ 5
FREE Poster Editing Template and Instructions CDROM __ 1
SEND TO
Chapter Name ______________________________________ Chapter ID
__ 10
__ 10
__ 10
__ 10
__ 10
__ 25
__ 25
__ 25
__ 25
__ 25
No. ______ - _______
(If known)
Name _____________________________________ Officer Title _________________________
(If applicable)
Street Address ___________________________________________________________________
City ________________________________________ State ______ Zip __________ - _______
RETURN REQUEST TO
Izaak Walton League of America
707 Conservation Lane
Gaithersburg, MD 20878-2983
OR TO ORDER DIRECT
By Phone: Call toll-free (800) IKE-LINE (453-5463), extension 255
(9:00 a.m. to 5:00 p.m. EST, Monday through Friday).
Fax: You may fax your completed order form to (301) 548-0146. E-mail: [email protected]
NOTE
Templates and instructions are available on a CD ROM upon request or online at
IWLA USE: Postage/Parcel for Shipping and Handling #510.
REV. 02/2012
www.iwla.org/chaptertools.
APPENDIX H:
CHAPTER PROMOTIONAL POSTER —
YOUTH-RELATED ACTIVITIES AND EVENTS
E N G A G I N G Y O U T H I N T H E O U T D O O R S — A H O W- T O C H A P T E R M A N U A L | 2 0 1 2
FOR POSITION ONLY.
SUPPLIED MATERIALS.
National Conservation Center
707 Conservation Lane
Gaithersburg, MD 20878-2983
Phone: (301) 548-0150 Fax: (301) 548-0146
E-mail: [email protected]
www.iwla.org
Midwest Office
1619 Dayton Avenue, Suite 202
St. Paul, MN 55104-6206
Phone: (651) 649-1446 Fax: (651) 649-1494
E-mail: [email protected]