Figure 5: Species Score Card
Species Documented in Protected Area
Coyote (Canis latrans) Gray fox (Urocyon cinereoargenteus) Red fox (Vulpes vulpes)
Black bear (Ursus americanus) Raccoon (Procyon lotor)
# of species found in protected area
# of species predicted in schoolyard
P P
T = total number of species possible = PA = species found in protected area=
P P
P
P = predicted species found in schoolyard =
SY = total species found in schoolyard =
# of species found in schoolyard
P
Questions for Students after Filling Out the Above Chart:
1. What percentage of species documented in the protected area have been captured by remote cameras so far? 2. What percentage of species documented in the protected area did we predict could be found in our schoolyard? 3. What percentage of species predicted to be found in the schoolyard have been captured by remote cameras so far? 4. Based on our predictions, where do you think we should move the remote camera to capture species that we think use our schoolyard as habitat but have not been captured yet with our cameras?
5. Which species predicted to use our schoolyard as habitat are unlikely to be captured with our cameras because of the way they may use our schoolyard habitat? (Example: bats are very difficult to capture with cameras because of their rapid aerial movements, fossorial mammals such as gophers are difficult to capture above ground, and rare mammals may be unlikely to capture especially during a single, short monitoring period.)
Lesson: Improving Schoolyard Wildlife
Habitat Time: one 50-minute class period
“I have always wanted to see a Gray fox. Now I’ve seen one with our cameras. I had no idea they could live in our schoolyard.”—Abbi, 5th grade
“Our school habitat is about 30% trees. We can make a natural habitat area for different species by removing buck- thorn and planting trees and prairie plants for the animals to eat, every year have an animal protection week, and clean up trash even more.”—Amy and April, 5th grade
Objectives • Use knowledge of schoolyard and protected-area biodi- versity to propose a project for the schoolyard
• Work in small groups to develop ideas • Present small-group project to the class
• Select student representatives to meet with the principal and/or PTA
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Materials • A laptop computer with internet access for each student working group.
• Resources to stimulate student ideas. See references # 12-15 below. In particular, the book Woodworking for Wildlife is an excellent resource with patterns and detailed directions on how to build structures for a range of species. Seed catalogs containing plant species native to an area, are also helpful resources.
• Examples of projects that students might consider include: creating a native-plant garden in the schoolyard, building an interpretive trail in or near the schoolyard, conducting a schoolyard clean-up, planting native vegeta- tion, and building nesting boxes 12-15
. Setting the Scene
Using the knowledge gained from the camera captures, each group of students proposes a project to improve schoolyard habitat. The class votes to select the group proposal they like best. Then they select representatives to present their project to the principal, the PTA and/or the school board. Students
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