This paper reports an approach to educating today\u27s youth concerning the importance of regulating numbers of wildlife species that threaten property, products and health. The emphases are on preparing teachers to integrate principles and concepts into the existing curricular materials, justifying control measures with ecological understandings and economic is information and dealing effectively with sensitive animal rights issues. Opportunities for integration of specific wildlife damage control topics are suggested for lessons in the life sciences, social sciences, health, language arts and mathematics. Examples of conflict between groups of different opinions about the seriousness of a pest\u27s activities or appropriateness of control are given with rationale for resolution of the problem. Evaluation by the classroom teachers of the applicability and effectiveness of the strategy was generally enthusiastic

Eddy, Thomas A.

English

This paper reports an approach to educating today\u27s youth concerning the importance of regulating numbers of wildlife species that threaten property, products and health. The emphases are on preparing teachers to integrate principles and concepts into the existing curricular materials, justifying control measures with ecological understandings and economic information and dealing effectively with sensitive animal rights issues. Opportunities for integration of specific wildlife damage control topics are suggested for lessons in the life sciences, social sciences, health, language arts and mathematics. Examples of conflict between groups of different opinions about the seriousness of a pest\u27s activities or appropriateness of control are given with rationale for resolution of the problem. Evaluation by the classroom teachers of the applicability and effectiveness of the strategy was generally enthusiastic

DigitalCommons@USU

A STRATEGY FOR INTEGRATING PRINCIPLES AND CONCEPTS OF WILDLIFE DAMAGE CONTROL INTO THE SCHOOL CURRICULUM THOMAS A. EDDY, Division of Biological Sciences, Box 4050 , Emporia State University, Emporia, Kansas 66801-5078 ABS1RACT : This paper reports an approach to educating today's youth concerning the importance of regulating numbers of wildlife species that threaten property, products and health. The emphases are on preparing teachers to integrate principles and concepts into the existing curricular materials, justifying control measures with ecological understandings and economic information and dealing effectively with sensitive animal rights issues . Opportunities for integration of specific wildlife damage control topics are suggested for lessons in the life sciences, social sciences, health, language arts and mathematics. Examples of conflict between groups of different opinions about the seriousness of a pest's activities or appropriateness of control are given with rationale for resolution of the problem . Evaluation by the classroom teachers of the applicability and effectiveness of the strategy was generally enthusiastic . Education of the public in the need for realistic manipulation of wildlife populations is critical to the successful management of our wildlife resources and enhancement of the quality of life for the citizens of the country. Historical prejudice, biased viewpoints and strongly entrenched attitudes still persist as barriers to public acceptance of necessary animal control measures. Although progress has been made in enlightening the public, vigorous and intelligent programs must be continued (Edie, 1954). Although public relations programs may be effective in passing enabling legislation and achieving public approval of practices for controlling specific wildlife damage problems the opportunity for long term public support lies in the education of school age children in basic ecological concepts and in understanding the threat of uncontrolled wildlife populations on their health, economic condition, and the environment in which they live. How can teachers who are faced with crowded schedules and increasing public demands for improved student performance consider adding the topic of wildlife damage management to the existing curriculum? The answer may lie in the skillful integration of ecological, sociological and health concepts and principles into the content of courses currently taught in the middle and high schools. Proc . East. Wild!. Damage Mgmt. Conf. 7 :59-63. 1997. 59 Traditional course organization can be modified to include studies of beneficial and harmful animal-human relationships. The injection of new material into an array of courses was described by Wickens (1979) in a plan to infuse environmental education into the school curriculum in California . No similar educational strategy for wildlife damage management was found in the literature. The objectives of this project were to develop, field test and evaluate a plan to educate students in the benefits of wildlife damage management. METHODS Thirty Kansas teachers representing 5 subjects taught in middle and high schools participated in the educational project. Preparation for implementation of the plan was acquired through inservice ecology workshops offered during summers or on evenings during the school year . Basic ecological, economic, health, sociological, historical and mathematical principles were presented in the context of wildlife damage control problems. Additional training was concerned with understanding the bases of conflicts between groups of different opinions about the consequence of a pest's activities or appropriateness of control. Rationale for resolution of conflicts were presented. The plan developed a strategy for incorporating essential elements of wildlife damage management into 5 subject areas of the school curriculum . General objectives and 4 content or activity levels were described for the subjects of life sciences, social sciences , health , mathematics and language arts. The levels (1 to 4) suggest strategies for accomplishing the objectives . The teachers selected the level best suited to the grade being taught. Participating teachers examined texts · and other materials used in their courses to identify specific topics where integration of wildlife damage management concepts, principles and activities were judged to be most effective in accomplishing the objectives. Existing lesson plans were adjusted to allow time for infusion of selected information and activities . The plan presented here is a condensed version of the working model used in teacher workshops . Objectives and content levels are described for each of the 5 subject areas . Course in Biology (Life Science) Objectives: To demonstrate understandings of some basic generalizations, ecological relationships and principles applicable to animal populations and their management. Level 1. Discusses and illustrates habitat requirements, food chains, annual cycles, carrying capacity , population surplus, and decimating factors . Level 2. Describes the imbalances in predator-prey relationships as a result of agriculture and urbanization and how they may negatively impact human society . Recognizes historical changes in the vegetative landscape with settlement ("edge effect", overgrazing of rangelands, impact of exotics on the native flora and fauna, etc.). Level 3. Identifies societal problems related to wildlife pests ( disease transmission, depredation on crops and native vegetation, structural damage to buildings, contamination and consumption of stored foodstuffs, etc.) . Examines strategies and methods of wildlife damage management. 60 Level 4. Identifies pest control problems in the community and the publics affected, consults available wildlife damage management specialists and designs a plan implementing damage control. Courses in Social Science (includes elements of American history, geography, economics and law) Objectives : To understand how European settlement shaped our present North American environment and affected our relationships with wildlife. To acquire insights into the economic and social impacts of wildlife pests on the developing American society. Level 1. Analyzes environmental and social factors that have shaped our present relationships with wildlife (urban development, economics, life-style and attitude changes, animal rights issues , etc.). Level 2. Evaluates the effectiveness of various wildlife damage control methods (bounty system, translocations, depredation insurance, guard dogs, repellents, traps, poisons, etc.) and their affect on the integrity of the ecological system and their impact on society . Level 3. Describes operations of governmental agencies and political bodies that develop wildlife damage control policies . Examines state and federal laws that regulate control of pest wildlife. Develops procedures to acquire information and assess attitudes toward wildlife damage control programs in the community . Level 4. Demonstrates a long-term commitment to work individually and with others to promote the understanding of wildlife pest problems and to support ecologically sound and socially responsible control methods. Consults with wildlife control specialists and develops a wildlife damage management plan for the community. Course in Health Objectives : To develop an understanding that an environment out of ecological balance may negatively affect the mental, social, and physical well being of the human population in the area. To identify health threatening wildlife species, and participate in activities to promote their control. Level 1. Examines the relationship between man and animals that transmit human diseases and identifies major animal borne diseases (rabies, hanta virus, plague, typhus, tularemia, leptospirosis, histoplasmosis, brucellosis, etc.). Level 2. Describes the interrelationships between human life-styles and kinds and severity of wildlife pest problems (sanitary conditions, available and affordable medical services, nutrition, educational level, etc.). Level 3. Considers ways of altering human activities and managing the ecosystem to reduce the threat of animal borne disease without adversely affecting environmental quality. Level 4. Analyzes ways in which individual citizens and communities can participate in activities to reduce the incidence •Of animal transmitted diseases (local, state and federal disease control programs) . Course in Language Arts (English) Objectives : To employ basic communication skills as a means of working with others to solve wildlife pest problems . Level 1. Talks to others and writes stories that emphasize the benefits of controlling wildlife pest species. Level 2. Assembles a bibliography of articles, journals, and books that address wildlife damage management topics. Writes an essay on methods of controlling wildlife pests . 61 Level 3. Prepares and delivers effective written and oral communication to elected officials, representatives of resource management agencies, and extension wildlife control specialists . Requests information or expresses opinions on current wildlife damage management issues. Level 4. Prepares and delivers effective written and oral communication to elected officials, representatives of resource management agencies, and extension wildlife control specialists . Requests information or expresses opinions on current wildlife damage management issues . Level 5. Develops a plan to communicate local wildlife damage control concerns to local newspapers . Prepares a talk on wildlife damage management for presentation to classes, school assemblies, and civic organizations . Course in Mathematics Objectives: To develop skills in the use of mathematics to quantify losses caused by wildlife pests (agricultural, health, property) . Level 1. Collects and evaluates data on wildlife damage in the community or state and communicates these data to others . Level 2. Examines statistical techniques used in measuring various wildlife population characteristics . Locates scientific journal articles that illustrate statistical techniques used in wildlife damage control studies. Level 3. Compares past wildlife numbers or wildlife numbers from other areas to present day numbers . Calculates increases or declines in populations and seeks explanations for changes. Level 4. Identifies a community, national or international wildlife pest problem and assembles statistical data on it. Uses graphs, charts or other means of mathematical communications to illustrate losses to society. Six teachers from each of the 5 subject areas administered precourse and postcourse evaluation instruments to their students to monitor changes in understandings of wildlife values, animal population dynamics, perceptions concerning wildlife damage management , willingness to act in support of pest control programs, and opinions on use of the integration technique. Teacher responses to a questionnaire concerning the wildlife damage management integration plan were summarized. RESULTS The effectiveness of the wildlife damage management integration plan as an educational tool for introducing nonconventional material into the school curriculum was evaluated (Table 1). Teachers who participated in the project found major positive shifts in their student's knowledge and attitudes concerning wildlife damage management programs. They agreed that the success of the plan was based on the preparation provided by the workshops, their interest in the management of wildlife resources and the support of their school administration. All indicated they will continue integrating wildlife damage management into their courses. DISCUSSION The integration of principles and practices of wildlife damage management into existing subjects in the school curriculum was determined to be an effective educational technique and was highly successful in developing positive attitudes toward society's need to control pest wildlife. Primary difficulties in implementing the integrative plan on a large scale would be the limited availability of personnel prepared to teach the wildlife damage control workshops and the recruitment of teachers willing to attempt an unfamiliar educational approach. 62 LITERATURE OTED Edie, R. W. 1954. Animal control in field, farm and forest. MacMillan Co., New York, N.Y. Wickens, D. L. editor. 1979. Course of study for grades kindergarten through 12 relating to environmental education. Alameda Co. Off. of Ed., Alameda, Calif. 17 pp. Table 1. Improvement in wildlife damage management test scores (Xo/o) from precourse to postcourse evaluation.* Kansas 1994 Subject Topics evaluated Life Social Health Language Math . . science science arts Have an appreciation 11 14 13 10 9 for wildlife values Understanding of 88 97 99 100 91 animal population dynamics Level of awareness of the 94 98 85 95 93 influence of harmful wildlife on society Could effectively 94 98 93 97 96 communicate to others concerning the necessity of wildlife damage management Would donate time and 85 88 92 97 99 talents to support wildlife damage management in the community Think that integration 10 92 89 99 97 of wildlife damage management would not be appropriate for this course *sample of 80 students per subject 63 

A Strategy for Integrating Principles and Concepts of Wildlife Damage Control into the School Curriculum

UNL | Libraries

University of Nebraska - Lincoln 
DigitalCommons@University of Nebraska - Lincoln 
7 - Seventh Eastern Wildlife Damage 
Management Conference (1995) Eastern Wildlife Damage Control Conferences 
November 1995 
A STRATEGY FOR INTEGRATING PRINCIPLES AND CONCEPTS OF 
WILDLIFE DAMAGE CONTROL INTO THE SCHOOL CURRICULUM 
Thomas A. Eddy 
Emporia State University, Emporia, Kansas 
Follow this and additional works at: https://digitalcommons.unl.edu/ewdcc7 
 Part of the Environmental Health and Protection Commons 
Eddy, Thomas A., "A STRATEGY FOR INTEGRATING PRINCIPLES AND CONCEPTS OF WILDLIFE DAMAGE 
CONTROL INTO THE SCHOOL CURRICULUM" (1995). 7 - Seventh Eastern Wildlife Damage Management 
Conference (1995). 11. 
https://digitalcommons.unl.edu/ewdcc7/11 
This Article is brought to you for free and open access by the Eastern Wildlife Damage Control Conferences at 
DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in 7 - Seventh Eastern Wildlife 
Damage Management Conference (1995) by an authorized administrator of DigitalCommons@University of Nebraska 
- Lincoln. 
A STRATEGY FOR INTEGRATING PRINCIPLES AND CONCEPTS OF
WILDLIFE DAMAGE CONTROL INTO THE SCHOOL CURRICULUM
THOMAS A. EDDY, Division of Biological Sciences, Box 4050, Emporia State University, Emporia, Kansas
66801-5078
ABSTRACT: This paper reports an approach to educating today's youth concerning the importance of regulating numbers
of wildlife species that threaten property, products and health. The emphases are on preparing teachers to integrate
principles and concepts into the existing curricular materials, justifying control measures with ecological understandings
and economic is information and dealing effectively with sensitive animal rights issues. Opportunities for integration of
specific wildlife damage control topics are suggested for lessons in the life sciences, social sciences, health, language arts
and mathematics. Examples of conflict between groups of different opinions about the seriousness of a pest's activities
or appropriateness of control are given with rationale for resolution of the problem. Evaluation by the classroom
teachers of the applicability and effectiveness of the strategy was generally enthusiastic.
Proc. East. Wildl. Damage Mgmt Conf. 7:59-63. 1997.
Education of the public in the need for realistic Traditional course organization can be modified to
manipulation of wildlife populations is critical to the include studies of beneficial and harmful animal
successful management of our wildlife resources and human relationships. The injection of new material
enhancement of the quality of life for the citizens of into an array of courses was described by Wickens
the country. Historical prejudice, biased viewpoints (1979) in a plan to infuse environmental education
and strongly entrenched attitudes still persist as into the school curriculum in California. No similar
barriers to public acceptance of necessary animal educational strategy for wildlife damage
control measures. Although progress has been made management was found in the literature.
in enlightening the public, vigorous and intelligent
programs must be continued (Edie, 1954). The objectives of this project were to
develop,
Although public relations programs may be field test and evaluate a plan to educate students in
effective in passing enabling legislation and the benefits of wildlife damage management.
achieving public approval of practices for
controlling specific wildlife damage problems the METHODS
opportunity for long term public support lies in the
education of school age children in basic ecological Thirty Kansas teachers representing 5
subjects
concepts and in understanding the threat of taught in middle and high schools participated in the
uncontrolled wildlife.populations on their health, educational project. Preparation for implementation
economic condition, and the environment in which of the plan was acquired through inservice ecology
they live. How can teachers who are faced with workshops offered during summers or on evenings
crowded schedules and increasing public demands during the school year. Basic ecological, economic,
for improved student performance consider adding health, sociological, historical and mathematical
the topic of wildlife damage management to the principles were presented in the context of wildlife
existing curriculum? The answer may lie in the damage control problems. Additional training was
skillful integration of ecological, sociological and concerned with understanding the bases of conflicts
health concepts and principles into the content of between groups of different opinions about the
courses currently taught in the middle and high consequence of a pest's activities or appropriateness
schools. of control. Rationale for resolution of conflicts were
presented.
The plan developed a strategy for incorporating
essential elements of wildlife damage management
into 5 subject areas of the school curriculum.
General objectives and 4 content or activity levels
were described for the subjects of life sciences,
social sciences, health, mathematics and language
arts. The levels (1 to 4) suggest strategies for
accomplishing the objectives. The teachers selected
the level best suited to the grade being taught.
Participating teachers examined texts and other
materials used in their courses to identify specific
topics where integration of wildlife damage
management concepts, principles and activities
were judged to be most effective in accomplishing
the objectives. Existing lesson plans were adjusted
to allow time for infusion of selected information
and activities. The plan presented here is a
condensed version of the working model used in
teacher workshops. Objectives and content levels
are described for each of the S subject areas.
Course in Biology (Life Science)
Objectives: To demonstrate understandings of
some basic generalizations, ecological relationships
and principles applicable to animal populations and
their management.
Level 1. Discusses and illustrates habitat
requirements, food chains, annual cycles, carrying
capacity, population surplus, and decimating
factors.
Level 2. Describes the imbalances in
predator-prey relationships as a result of agriculture
and urbanization and how they may negatively
impact human society. Recognizes historical
changes in the vegetative landscape with settlement
("edge effect", overgrazing of rangelands, impact
of exotics on the native flora and fauna, etc.).
Level 3. Identifies societal problems
related to wildlife pests (disease transmission,
depredation on crops and native vegetation,
structural damage to buildings, contamination and
consumption of stored foodstuffs, etc.). Examines
strategies and methods of wildlife damage
management.
Level 4. Identifies pest control problems
the community and the publics affected, consul
available wildlife damage management specialis
and designs a plan implementing damage
control"
Courses in Social Science (includes elements q
American history, geography, economics an~
taw)
Objectives: To understand how Europe
settlement shaped our present North American
environment and affected our relationships with
wildlife. To acquire insights into the economic and
social impacts of wildlife pests on the developing
American society.
Level 1. Analyzes environmental and
social factors that have shaped our present
relationships with wildlife (urban development,
economics, lifestyle and attitude changes, animal
rights issues, etc.).
Level 2. Evaluates the effectiveness of
various wildlife damage control methods (bounty
system, translocations, depredation insurance,
guard dogs, repellents, traps, poisons, etc.) and
their affect on the integrity of the ecological system
and their impact on society.
Level 3. Describes operations of
governmental agencies and political bodies that
develop wildlife damage control policies. Examines
state and federal laws that regulate control of pest
wildlife. Develops procedures to acquire
information and assess attitudes toward wildlife
damage control programs in the community.
Level 4. Demonstrates a long-term
commitment to work individually and with others
to promote the understanding of wildlife pest
problems and to support ecologically sound and
socially responsible control methods. Consults with
wildlife control specialists and develops a wildlife
damage management plan for the community.
60
Course in
Health
Objectives: To develop an understanding that an
atvironment out of ecological balance may
negatively affect the mental, social, and physical
well being of the human population in the area.
To identify health threatening wildlife species,
and participate in activities to promote their.
control.
Level 1. Examines the relationship
between man and animals that transmit human
diseases and Amfifles major animal borne
diseases (rabies, hanta virus, plague, typhus,
tularemia, leptospirosis, histoplasmosis,
brucellosis, etc.).
Level 2. Describes the interrelationships
between human life-styles and kinds and severity
of wildlife pest problems (sanitary conditions,
available and affordable medical services,
nutrition, educational level, etc.).
Level 3. Considers ways of altering
human activities and managing the ecosystem to
reduce the threat of animal borne disease without
adversely affecting environmental quality.
Level 4. Analyzes ways in which
individual citizens and communities can
participate in activities to reduce the incidence of
Course in Language Arts (English)
Objectives: To employ basic communication
skills as a means of working with others to solve
wildlife pest problem's.
Level 1. Talks to others and writes stories
that emphasize the benefits of controlling wildlife
pest species.
Level 2. Assembles a bibliography of
articles, journals, and books that address wildlife
damage management topics. Writes an essay on
methods of controlling wildlife pests.
Level 3. Prepares and delivers effective
written and oral communication to elected officials,
representatives of resource management agencies,
and extension wildlife control specialists. Requests
information or expresses opinions on current
wildlife damage management issues.
Level 4. Prepares and delivers effective
written and oral communication to elected officials,
representatives of resource management agencies,
and extension wildlife control specialists. Requests
information or expresses opinions on current
wildlife damage management issues.
Level 5. Develops a plan to communicate
local wildlife damage control concerns to local
newspapers. Prepares a talk on wildlife damage
management for presentation to classes, school
assemblies, and civic organizations.
Course in Mathematics
Objectives: To develop skills in the use of
mathematics to quantify losses caused by wildlife
pests (agricultural, health, property).
Level 1. Collects and evaluates data on
wildlife damage in the community or state and
communicates these data to others.
Level 2. Examines statistical techniques
used in measuring various wildlife population
characteristics. Locates scientific journal articles
that illustrate statistical techniques used in wildlife
damage control studies.
Level 3. Compares past wildlife numbers
or wildlife numbers from other areas to present day
numbers. Calculates increases or declines in
populations and seeks explanations for changes.
Level 4. Identifies a community, national
or international wildlife pest problem and
assembles statistical data on it. Uses graphs, charts
or other means of mathematical communications to
illustrate losses to society.
Six teachers from each of the 5 subject areas
administered precourse and postcourse evaluation
instruments to their students to monitor changes in
understandings of wildlife values, animal population
dynamics, perceptions concerning wildlife damage
management, willingness to act in support of pest
control programs, and opinions on use of the
integration technique. Teacher responses to a
questionnaire concerning the wildlife damage
management integration plan were summarized.
RESULTS
The effectiveness of the wildlife damage
management integration plan as an educational tool for
introducing nonconventional material into the school
curriculum was evaluated (Table 1). Teachers who
participated in the project found major positive shifts
in their student's knowledge and attitudes concerning
wildlife damage management programs. They agreed
that the success of the plan was based on the
preparation provided by the workshops, their interest
in the management of wildlife resources and the
support of their school administration. All indicated
they will continue integrating wildlife damage
management into their courses.
DISCUSSION
The integration of principles and practices of
wildlife damage management into existing subjects in
the school curriculum was determined to be an
effective educational technique and was highly
successful in developing positive attitudes toward
society's need to control pest wildlife. Primary
difficulties in implementing the integrative plan on a
large scale would be the limited availability of
personnel prepared to teach the wildlife damage
control workshops and the recruitment of teachers
willing to attempt an unfamiliar educational approach.
62
LITERATURE CITED
Edie, R W. 1954. Animal control in field, farm and
forest. MacMillan Co., New York, N.Y.
Wickens, D. L. editor. 1979. Course of study for
grades kindergarten through 12 relating to
environmental education. Alameda Co. Off,
of Ed., Alameda, Calif 17 pp.
63
Table 1. Improvement in wildlife damage management test scores (X%) from precourse to postcourse evaluation.*
Kansas 1994
Subject
Topics evaluated Life Social Health Language Math
science science arts
Have an appreciation 11 14 13 10
9
for wildlife values
Understanding of 88 97 99 100
91
animal population dynamics
Level of awareness of the 94 98 85 95
93
influence of harmful
wildlife on society
Could effectively 94 98 93 97
96
communicate to others
concerning the necessity
of wildlife damage
management
Would donate time and 85 88 92 97
99
talents to support
wildlife damage management
in the community
Think that integration 10 92 89 99
97
of wildlife damage
management would hot
be appropriate for
this course
*sample of 80 students per subject


A STRATEGY FOR INTEGRATING PRINCIPLES AND CONCEPTS OF WILDLIFE DAMAGE CONTROL INTO THE SCHOOL CURRICULUM

DigitalCommons@University of Nebraska

University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln 7 - Seventh Eastern Wildlife Damage Management Conference (1995) Eastern Wildlife Damage Control Conferences November 1995 A STRATEGY FOR INTEGRATING PRINCIPLES AND CONCEPTS OF WILDLIFE DAMAGE CONTROL INTO THE SCHOOL CURRICULUM Thomas A. Eddy Emporia State University, Emporia, Kansas Follow this and additional works at: https://digitalcommons.unl.edu/ewdcc7  Part of the Environmental Health and Protection Commons Eddy, Thomas A., "A STRATEGY FOR INTEGRATING PRINCIPLES AND CONCEPTS OF WILDLIFE DAMAGE CONTROL INTO THE SCHOOL CURRICULUM" (1995). 7 - Seventh Eastern Wildlife Damage Management Conference (1995). 11. https://digitalcommons.unl.edu/ewdcc7/11 This Article is brought to you for free and open access by the Eastern Wildlife Damage Control Conferences at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in 7 - Seventh Eastern Wildlife Damage Management Conference (1995) by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. A STRATEGY FOR INTEGRATING PRINCIPLES AND CONCEPTS OFWILDLIFE DAMAGE CONTROL INTO THE SCHOOL CURRICULUMTHOMAS A. EDDY, Division of Biological Sciences, Box 4050, Emporia State University, Emporia, Kansas66801-5078ABSTRACT: This paper reports an approach to educating today's youth concerning the importance of regulating numbersof wildlife species that threaten property, products and health. The emphases are on preparing teachers to integrateprinciples and concepts into the existing curricular materials, justifying control measures with ecological understandingsand economic is information and dealing effectively with sensitive animal rights issues. Opportunities for integration ofspecific wildlife damage control topics are suggested for lessons in the life sciences, social sciences, health, language artsand mathematics. Examples of conflict between groups of different opinions about the seriousness of a pest's activitiesor appropriateness of control are given with rationale for resolution of the problem. Evaluation by the classroomteachers of the applicability and effectiveness of the strategy was generally enthusiastic.Proc. East. Wildl. Damage Mgmt Conf. 7:59-63. 1997.Education of the public in the need for realistic Traditional course organization can be modified tomanipulation of wildlife populations is critical to the include studies of beneficial and harmful animalsuccessful management of our wildlife resources and human relationships. The injection of new materialenhancement of the quality of life for the citizens of into an array of courses was described by Wickensthe country. Historical prejudice, biased viewpoints (1979) in a plan to infuse environmental educationand strongly entrenched attitudes still persist as into the school curriculum in California. No similarbarriers to public acceptance of necessary animal educational strategy for wildlife damagecontrol measures. Although progress has been made management was found in the literature.in enlightening the public, vigorous and intelligentprograms must be continued (Edie, 1954). The objectives of this project were todevelop,Although public relations programs may be field test and evaluate a plan to educate students ineffective in passing enabling legislation and the benefits of wildlife damage management.achieving public approval of practices forcontrolling specific wildlife damage problems the METHODSopportunity for long term public support lies in theeducation of school age children in basic ecological Thirty Kansas teachers representing 5subjectsconcepts and in understanding the threat of taught in middle and high schools participated in theuncontrolled wildlife.populations on their health, educational project. Preparation for implementationeconomic condition, and the environment in which of the plan was acquired through inservice ecologythey live. How can teachers who are faced with workshops offered during summers or on eveningscrowded schedules and increasing public demands during the school year. Basic ecological, economic,for improved student performance consider adding health, sociological, historical and mathematicalthe topic of wildlife damage management to the principles were presented in the context of wildlifeexisting curriculum? The answer may lie in the damage control problems. Additional training wasskillful integration of ecological, sociological and concerned with understanding the bases of conflictshealth concepts and principles into the content of between groups of different opinions about thecourses currently taught in the middle and high consequence of a pest's activities or appropriatenessschools. of control. Rationale for resolution of conflicts werepresented.The plan developed a strategy for incorporatingessential elements of wildlife damage managementinto 5 subject areas of the school curriculum.General objectives and 4 content or activity levelswere described for the subjects of life sciences,social sciences, health, mathematics and languagearts. The levels (1 to 4) suggest strategies foraccomplishing the objectives. The teachers selectedthe level best suited to the grade being taught.Participating teachers examined texts and othermaterials used in their courses to identify specifictopics where integration of wildlife damagemanagement concepts, principles and activitieswere judged to be most effective in accomplishingthe objectives. Existing lesson plans were adjustedto allow time for infusion of selected informationand activities. The plan presented here is acondensed version of the working model used inteacher workshops. Objectives and content levelsare described for each of the S subject areas.Course in Biology (Life Science)Objectives: To demonstrate understandings ofsome basic generalizations, ecological relationshipsand principles applicable to animal populations andtheir management.Level 1. Discusses and illustrates habitatrequirements, food chains, annual cycles, carryingcapacity, population surplus, and decimatingfactors.Level 2. Describes the imbalances inpredator-prey relationships as a result of agricultureand urbanization and how they may negativelyimpact human society. Recognizes historicalchanges in the vegetative landscape with settlement("edge effect", overgrazing of rangelands, impactof exotics on the native flora and fauna, etc.).Level 3. Identifies societal problemsrelated to wildlife pests (disease transmission,depredation on crops and native vegetation,structural damage to buildings, contamination andconsumption of stored foodstuffs, etc.). Examinesstrategies and methods of wildlife damagemanagement.Level 4. Identifies pest control problemsthe community and the publics affected, consulavailable wildlife damage management specialisand designs a plan implementing damagecontrol"Courses in Social Science (includes elements qAmerican history, geography, economics an~taw)Objectives: To understand how Europesettlement shaped our present North Americanenvironment and affected our relationships withwildlife. To acquire insights into the economic andsocial impacts of wildlife pests on the developingAmerican society.Level 1. Analyzes environmental andsocial factors that have shaped our presentrelationships with wildlife (urban development,economics, lifestyle and attitude changes, animalrights issues, etc.).Level 2. Evaluates the effectiveness ofvarious wildlife damage control methods (bountysystem, translocations, depredation insurance,guard dogs, repellents, traps, poisons, etc.) andtheir affect on the integrity of the ecological systemand their impact on society.Level 3. Describes operations ofgovernmental agencies and political bodies thatdevelop wildlife damage control policies. Examinesstate and federal laws that regulate control of pestwildlife. Develops procedures to acquireinformation and assess attitudes toward wildlifedamage control programs in the community.Level 4. Demonstrates a long-termcommitment to work individually and with othersto promote the understanding of wildlife pestproblems and to support ecologically sound andsocially responsible control methods. Consults withwildlife control specialists and develops a wildlifedamage management plan for the community.60Course inHealthObjectives: To develop an understanding that anatvironment out of ecological balance maynegatively affect the mental, social, and physicalwell being of the human population in the area.To identify health threatening wildlife species,and participate in activities to promote their.control.Level 1. Examines the relationshipbetween man and animals that transmit humandiseases and Amfifles major animal bornediseases (rabies, hanta virus, plague, typhus,tularemia, leptospirosis, histoplasmosis,brucellosis, etc.).Level 2. Describes the interrelationshipsbetween human life-styles and kinds and severityof wildlife pest problems (sanitary conditions,available and affordable medical services,nutrition, educational level, etc.).Level 3. Considers ways of alteringhuman activities and managing the ecosystem toreduce the threat of animal borne disease withoutadversely affecting environmental quality.Level 4. Analyzes ways in whichindividual citizens and communities canparticipate in activities to reduce the incidence ofCourse in Language Arts (English)Objectives: To employ basic communicationskills as a means of working with others to solvewildlife pest problem's.Level 1. Talks to others and writes storiesthat emphasize the benefits of controlling wildlifepest species.Level 2. Assembles a bibliography ofarticles, journals, and books that address wildlifedamage management topics. Writes an essay onmethods of controlling wildlife pests.Level 3. Prepares and delivers effectivewritten and oral communication to elected officials,representatives of resource management agencies,and extension wildlife control specialists. Requestsinformation or expresses opinions on currentwildlife damage management issues.Level 4. Prepares and delivers effectivewritten and oral communication to elected officials,representatives of resource management agencies,and extension wildlife control specialists. Requestsinformation or expresses opinions on currentwildlife damage management issues.Level 5. Develops a plan to communicatelocal wildlife damage control concerns to localnewspapers. Prepares a talk on wildlife damagemanagement for presentation to classes, schoolassemblies, and civic organizations.Course in MathematicsObjectives: To develop skills in the use ofmathematics to quantify losses caused by wildlifepests (agricultural, health, property).Level 1. Collects and evaluates data onwildlife damage in the community or state andcommunicates these data to others.Level 2. Examines statistical techniquesused in measuring various wildlife populationcharacteristics. Locates scientific journal articlesthat illustrate statistical techniques used in wildlifedamage control studies.Level 3. Compares past wildlife numbersor wildlife numbers from other areas to present daynumbers. Calculates increases or declines inpopulations and seeks explanations for changes.Level 4. Identifies a community, nationalor international wildlife pest problem andassembles statistical data on it. Uses graphs, chartsor other means of mathematical communications toillustrate losses to society.Six teachers from each of the 5 subject areasadministered precourse and postcourse evaluationinstruments to their students to monitor changes inunderstandings of wildlife values, animal populationdynamics, perceptions concerning wildlife damagemanagement, willingness to act in support of pestcontrol programs, and opinions on use of theintegration technique. Teacher responses to aquestionnaire concerning the wildlife damagemanagement integration plan were summarized.RESULTSThe effectiveness of the wildlife damagemanagement integration plan as an educational tool forintroducing nonconventional material into the schoolcurriculum was evaluated (Table 1). Teachers whoparticipated in the project found major positive shiftsin their student's knowledge and attitudes concerningwildlife damage management programs. They agreedthat the success of the plan was based on thepreparation provided by the workshops, their interestin the management of wildlife resources and thesupport of their school administration. All indicatedthey will continue integrating wildlife damagemanagement into their courses.DISCUSSIONThe integration of principles and practices ofwildlife damage management into existing subjects inthe school curriculum was determined to be aneffective educational technique and was highlysuccessful in developing positive attitudes towardsociety's need to control pest wildlife. Primarydifficulties in implementing the integrative plan on alarge scale would be the limited availability ofpersonnel prepared to teach the wildlife damagecontrol workshops and the recruitment of teacherswilling to attempt an unfamiliar educational approach.62LITERATURE CITEDEdie, R W. 1954. Animal control in field, farm andforest. MacMillan Co., New York, N.Y.Wickens, D. L. editor. 1979. Course of study forgrades kindergarten through 12 relating toenvironmental education. Alameda Co. Off,of Ed., Alameda, Calif 17 pp.63Table 1. Improvement in wildlife damage management test scores (X%) from precourse to postcourse evaluation.*Kansas 1994SubjectTopics evaluated Life Social Health Language Mathscience science artsHave an appreciation 11 14 13 109for wildlife valuesUnderstanding of 88 97 99 10091animal population dynamicsLevel of awareness of the 94 98 85 9593influence of harmfulwildlife on societyCould effectively 94 98 93 9796communicate to othersconcerning the necessityof wildlife damagemanagementWould donate time and 85 88 92 9799talents to supportwildlife damage managementin the communityThink that integration 10 92 89 9997of wildlife damagemanagement would hotbe appropriate forthis course*sample of 80 students per subject

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A STRATEGY FOR INTEGRATING PRINCIPLES AND CONCEPTS OF WILDLIFE DAMAGE CONTROL INTO THE SCHOOL CURRICULUM

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