xt7cjs9h7806 https://exploreuk.uky.edu/dips/xt7cjs9h7806/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1941-08 bulletins  English Frankford, Ky. : Dept. of Education  This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Units in Conservation of Wildlife and Other Natural Resources", vol. IX, no. 6, August 1941 text 
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "Units in Conservation of Wildlife and Other Natural Resources", vol. IX, no. 6, August 1941 1941 1941-08 2022 true xt7cjs9h7806 section xt7cjs9h7806 0 Commonwealth of Kentucky 0

EDUCATIONAL BULLETIN
—

 

 

 

 

 

UNITS IN CONSERVATION OF
WILDLIFE AND
OTHER NATURAL RESOURCES

Published by

DEPARTMENT OF EDUCATION

JOHN W. BROOKER
Superintendent of Public Instruction

 

 

 

 

 

 

—

ISSUED MONTHLY

Entered as second—class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912.

Vol. IX 0 August, 1941 0 No.6

 

 

 

 

  

. . . V . . , , . 3 mil "

0111' song and msechvei‘ous birds are the im'mm's hast, friends. Ihcy destroy Ci’mul‘eiiwmse

nf Insects em‘h year that (‘Ullld not be eliminated any other Way and would (111190 59110115 L *
crops and Vogeiatmn.

 

 

 

 

 

  

 

KENTUCKY

UNITS IN CONSERVATION OF
WILDLIFE AND

OTHER NATURAL RESOURCES

 

 

 

ONE OF OUR MOST VALUABLE BIRDS.
ADESTROYER OF INSECTS AND WEED SEEDS
AS WELL AS A.SONG~ AND GAME BIRD.

- /

THE BOB WHITE QUAIL.

'Oy Countless 1111]}:
lse Serious damn:

By JAMES J. GILPIN

 

 

 

 

    

 

 

 

 

 
 
   
 
    

 

 

NATURE’S CURIO SHOP B§d13E§§JN“l?§§

 

 

 

THE RACCOON Is
smo TO BE THE LtT'I’LE ?
BROTHER OF WHAT ANIMAL.

 

 

 

 

 

 

 

 

 

THE ANSWER: The bear is the animal with which the raccoon
has much in common.

The raccoon is a busy and personable little dweller in the foresm
Nuts, cherries, wild grapes and various kinds of berries and grains
are acceptable in its diet. Insects, small reptiles, frogs, crayfish and
clams are relished and like its larger relative, it will lie in wait f0:
any fish which it may scoop from its habitat. Its curiosity seemS ‘0
surpass that of all other animals, a weakness which often leads ‘0
its downfall. Common to most sections of the country, it is 11°"
turnal in its habits; is almost three feet in length and reaches 3
weight of 25 lbs. and more. Four to six cubs are usually found in}
litter. Its outstanding characteristic is that of carefully washing “5
food before eating it. In captivity, raccoons make interesting pets,
as full of devilment as the most lively of youngsters.

 

Ul

 

  

r' MOCK
N LIND

 

the raccoon

L the for“?
:S and grams
crayfish and
e in wait f“
sity seems W
Eten leads t°
r it is no"
13’ reaches a
,y found in,“
y washing “5
aresting PM

 

 

; UNITS IN CONSERVATION
far
KENTUCKY PUBLIC SCHOOLS
for

ELEMENTARY AND SECONDARY
SCHOOLS

 

Prepared and distributxd by cooperation of the

KENTUCKY DIVISION OF GAME AND FISH

 

LEAGUE OF KENTUCKY SPORTSMEN

 

KENTUCKY STATE DEPARTMENT OF EDUCATION
E August 1941

 

 

 

 

 

 

  

 

 

TABLE OF CONTENTS

  

 

Page
Foreword—Keen Johnson, Governor of Kentucky .................................... 5
Foreword—S. A. Wakefield, Director, Division of Game and Fish ,,,,,,,, 6
Foreword—John W. Brooker, State Superintendent of Public
Instruction .................................................................................................... 7
Preface—James J. Gilpin, Author ...................... 3
Grade I—Our Animal Friends ........................................................................ 13
Grade II—Our Feathered Friends .............................................. 22
Grade III—Our Plant Friends ........................................................................ 33
Grade IV—The Tree, Man’s Friend and Necessary to The Wildlife... 43
Grade V—Maintaining a Balance in Nature ................................................ 60
Grade VI—Soil, Trees, Water ........................................................................ 76

Grades VII and VIII—Wise Use of Our Wildlife and Other Renew-
able Natural Resources ........................................................................ 93

 

Grade IX—Conservation of Wildlife and the Law ____________________________________ 109
Grade X—Biological Bases of Conservation of Wildlife .......................... 118
Grade XI—History of Conservation in the United States and
Kentucky ________________________________________________________________________________________________________ 128
Grade XII—Wildlife Conservation and Social Welfare ........................ 142
Grades I—XII—Conservation of Wildlife in Kentucky:
No. 1—State Regulation of Game and FiSh .............................. 155
No. 2—Informing the Public _______________________________ lg:

 
  

No. 3—Your Friend the Game Warden
No. 4—Replenishing the Fish Supplies _____
No. 5—-Quail for Sportsmen ..................................................

Grades IX, X, XI, XII—Vocational Agriculture Practical Applicatlons

 

       
  

of Conservation ........................................................... 179
No. 1—Soil Conservation -180
No. 2—Forest Conservation ..... -- 137
No. 3—Game Conservation _____ -- 197
No. 4——Fish Conservation ______________ 205

215

4-H Conservation Activities ___________________________________________________________________________
Social Studies—School and Community Fur, Feather and Fin Club... 221

'-

Appendix:
Check-List of the Birds of Kentucky ................................................. 230
The Fishes of Kentucky _______________________________________ Egg

Amphibians Known to Occur in Kentucky...
Mammals Known to Occur in Kentucky .....
Reptiles Known to Occur in Kentucky .......
Forest Trees of Kentucky --------- 1
Wildlife Restoration Units and State Fish Hatcheries in Kentucky 2;2
Brief Description of Kentucky State Parks ...................................... 2

  
 
 

   
 
 
 
 
 
 
  
 
  
  
  
   
   
  
 
 
 
 
 
   
 
 
 
   
 
 
 
 
 
 
   
  
 
 
 
 
 
 
   

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0f prot

  

 

 

    

FOREWORD

As the result of a National emergency program an added drain

has been placed on the natural resources of the nation and of the State
of Kentucky.

Wise utilization of soil, water, vegetation, wildlife and minerals
is very necessary at this particular time. In times like these it may
not be possible to do all the conservation work we should like to do
in Kentucky and in the nation but our endeavor should be to hold
grOund already gained, to continue all essential conservation
services, and to avoid any wasteful exploitation of the wildlife and

other natural resources that are of continuing benefit to the peoples
of the Commonwealth.

There has been a great need for a more widespread educational
program on conservation of the natural gifts presented us by a
bountiful Mother Nature that will get such information as is available
into the minds of those who will use it or be influenced by it.
The hand book on conservation which is now being presented to the
teachers of Kentucky should go a long way in answering this cry for
conservation education and if rightly used should bring to the
younger generations the realization that a great heritage has been

handed down to them and upon their shoulders falls the responsibility
0f protecting it for all time.

KEEN JOHNSON
Governor of Kentucky

 

 

 

 

 

 

 

 

  

 

 

 

 

 

 

FOREWORD

Not so many years ago Kentucky could boast. the rfigese‘ltnpzfifiiit
tion of wildlife of: any state in the Union, (hie cutie ywaten
perfect balance of the three essentials tood, civleiifa dwmdled some

our o ulation increased our Wi c 1 e ‘ , , hm
speciiiss even diisaipearing‘ entirely. ‘Not so much hecfasifebtilligs’wand
man killed, for food and valuable .turs, inany inOide Suloéed the food
animals than was necessary, but mainly because ielweOf {housands of
and cover so essential to their welfare: IIundieL s. f restation of a
acres of forests have been destroyed Without theqieo‘lq.t soul-095 of
sinrrle acre. Modern farming has destroyed, uttei y, .‘(ié ,1;,1]1‘x111j]es
natbural Wildlife food. Siltation and pollution have ‘11:? , for fish.
of Kentucky ’s 12,000 miles of fishing: streams nntena 7 e t 1' NS WM

In our efforts to conserve, restore and Brotect if; 1:111: need of
life resources your Division of Game and l‘ish ieai 1d Sympathetic
whole-hearted help and assistance ol’ an enlighten-lei laiin évew 8611001
public and I sincerely hope this book. Will be’stu‘c t1: ntly iliterested
in Kentuckv and that the students “’1” become su eie the immediate

slice those with whom they associate as to . . ‘ ‘ fields,
as 1d) (‘l’OHZItate wide practice of the Conservation or our tin estsa
23:1 sirest as the most logical way to restore our Wildlitc.

S. A. WAKEFIELD, Director,
Division of Game and Fish.

T
Relatii

D
repres
life, a
were 1
exhau:
mount
and s,
has be
servin
capab
econm
invest

V
Divisi
liavei
lnstri
Subjei
state.
our s
citize

  

.est popula-
) an almost
:er.
dled, some
e the white
birds, and
'ed the food
iousands of
station of a
t sources of
many miles
31‘ fish.
icky’s wild-
the need of
sympathetic
every school
y interested
e immediate
)rests, fields,
fe.

tor,

Fish.

FOREWORD

Rdagilllls Eulletln has been prepared by James J. Gilpin, Public
D Sb 1eprescntative of the State Division of Game and Fish
represglltetdesisn Ihi:ntucky’s greatest physical asset is the wealth
fife, and Streams r gatfural resources—forests, minerals, land, wild
were under com .1 . n. ortunately, our forebears, feeling that they
exhausted and (Kim $1211 to secure a livmg from these resources, often
mmmtajns den depl e ed them. Today we find this fact evident in
and son eXhautslted of their forests, streams depleted of their life,
has been n‘mde ed. Fortunately, now we realize the mistake that
sewing and asarjlf 13.18 seeking ways and means of preserving, con-
capable’of restor tar as po'ss1ble restoring those resources that are
economic and soiiifill;\,eili1§s° we realize that we must do for our best
investvi'nent than wbrk aloiige'lltldese(liiizzsmfly we can make no hater

0 . .
DiViSionrlglnzgfilgether, the State Department of Education, the State
have made this.0: and Fish and the League of Kentucky Sportsmen
Instruction I (mull se of study p'oss1ble. As Superintendent of Public
subject of (longer V itappy 1n hav1ng a part in the introduction of the
State. I express 1:}? 1:111 into the elementary and high schools of this
our schools and thet ope that this course of study will be used in all
citizens of the CODa it may be read and studied by all civic-minded
iinonwealth.
JOHN W. BROOKER
State Superintendent of Public Instruction.

 

 

 

 

  

 

 

 

 

 

 

 

PREFACE

In 1935 a League of Kentucky Sportsmen was organized and
included. sportsmen’s organizations from a number of counties of the
state. in 1938 the League had grown to such an extent that its
membership took in practically every county of the state.
With increased numbers of sportsmen backing the conservation
program in the state and with the demand for education coming more
and more to the front at League meetings, a plan was devised by the

 

League and the Division of Game and Fish whereby a state wildlife
week was to be proclaimed some time in October each year by the
Governor of Kentucky and during that week every school in the state
was to be visited with the idea of bringing conservation 0E wildlife,
water, soil, vegetation and minerals before teacher and pupil alike-
This program also included an essay contest with cash prizes going to
the winners. The Division of Game and Fish printed a large wild-
life chart and a fish chart for distribution during this week and
worked in every way possible to make the program a success.

In April 1938 the Division of Game and Fish, realizing the
importance of keeping the public informed as to activities Of that
department, game and fish laws, changes thereof and the growleg
demand for conservation teaching in the schools expanded 1'“
personnel by setting up a public Relations Department. It was the
duty of this agency to keep the public informed through the mEdlum

8

of the
person
organi;
shown
men th
both 0
picturc
T]
the co:
and ti
Consei
a more
tion in
tion in
this 1a
matter
and F
the m
Consei
A
naturz
the st
which
It mu
depen
well-b
Wise 1
produ
the fa
tions
’]
CllI‘I‘l(
life I]
teach
in m:
sort(
unit

on t
“tex

  

.nized and
.ties of the
it that its
the state.
)nservation
iming more
ised by the

tate wildlife
year by the
. in the state
. of wildlife,
pupil alike.
izes going t0
1 large wild-
is week and
cess.
realizing the
*ities of that
the growing
expanded its
. It was the
l the medium

of the daily and weekly newspapers, magazine articles, and through
personal contact with the sportsmen ’s clubs, schools and civic
organizations. Several moving pictures were made and these were
shown before thousands of school children and teachers and sports-
men throughout the state. In the year 1940 a total of 55,000 persons,
both old and young were contacted through lectures and moving
pictures in Kentucky by the Division of Game and Fish.

This growing demand for educational information pertaining to
the conservation and development of Kentucky’s natural resources
and the work that has been done by the Kentucky Department of
Conservation and the sportmen of the state brought on a demand for
a more definite and clearer method of conducting conservation educa-
tion in the schools. The teacher had had very little actual conserva—
tion instruction in preparation for his or her job and as the result of
this lack of training was not in position to carry such educational
matter to the pupils. Personnel members of the Division of Game
and Fish and the State Department of Education met and discussed
the matter in detail and out of this discussion came plans for the
Conservation handbook for Kentucky School Teachers.

A broad approach to conservation of our Wildlife and other
natural resources has been made, so as to build a solid foundation for
the student in his knowledge and understanding of this program
which is so essential to the welfare of the individual and of the state.
It must be remembered that our wild birds, animals, and fish are
dependent upon the forests, waters, and soil for their existence and
well-being and that all the natural resources are renewable, and only
wise use and intelligent conservation practices can make them fully
productive; and only open-minded study, enriched by application to
the four corner posts of the Course of Study can make such presenta-
tions useful in the school.

The changes in society, in industry, and in the demands on the
curriculum reflect the growing realization that conservation of wild-
life has become an essential factor. It is in an eifort to guide the
teacher who must necessarily respond to such changes in order to help
in making this country and particularly the state of Kentucky the
sort of place Americans have always idealized, that this informational
unit has been compiled.

SUGGESTIONS ON USAGE OF MATERIAL

Teachers are urged to use the lessons on conservation to be found
in their school grounds, to use the communities and the farms as
text bOOkS” and not to rely solely upon the printed word.

9

 

 

 

 

  

 

 

 

 

 

Teachers and pupils alike should study conservation problems of their
own communities, find solutions to the problems and, Where possible,
take measures that actually demonstrate sound conservation
practices.

In the primary grades attention has been turned entirely upon
building understanding of a simple interrelationships through
integration with all basic subjects, the study, made in more detail
through the fourth, fifth, and sixth grades, follows the pattern of
general integration. Starting with the seventh grade, however,
integration becomes more closely identified with specific subjects
which are strongly related to conservation and development activities
and interests; and in the high school grades, integration is entirely
by subjects, With stress upon biology, social problems and history.

ACKNOVVLE'DG MENTS

I wish to take this opportunity to thank the agencies and
individuals helpful in making this book possible and who have
contributed in one way or another to its text. First ot.’ all John
Brooker, Superintendent of Public Instruction, for the state of Ken-
tucky was greatly responsible for the publication of the hand-book
and made many helpful suggestions as to the way in which the
material should be arranged. Mark Godman, of the Department of
Education, also put time and effort to the text.

S. A. Wakefield, Director of the Division of Game and Fish, was
heartily in favor of putting such a book in the hands of the teachers
of Kentucky and it was upon his reconnnendation that the book has
been made possible. He helped in formulating the material and 1161‘9
I wish to thank him for his splendid cooperation in furthering the
cause of Conservation Education in the schools of Kentucky.

The West Virginia Conservation Commission helped materially
in the compilation of the text and I Wish to thank them for their
splendid assistance and hope that the Division of Game and Fish and
the Conservation Department of Kentucky will be able to return the
favor within the very near future. I also Wish to thank them for the
splendid plates which they so generously let us have to use in the
book.

Contributions from others also have been noteworthy and they
are: Minor E. Clark, Superintendent of Fisheries for the Division Of
Game and Fish, who compiled the up-to-date list of fishes in Ken-
tucky; Burt L. Monroe, State Ornithologist, who compiled the list

10

of bin
Directr
former
of the
and f1
Direct
and se
who it
picturi
lnstru

E
Forest
the Fi

  

11s of their
'e possible,
inservation

irely upon
s through
nore detail
pattern of
:7 however,
ic subjects
it activities
is entirely
nd history.

:encies and

who have
of all John
ate of Ken-
: hand-book
. which the
partment of

[(1 Fish, was
the teachers
;he book has
ial and here
rthering the
cky.

:1 materially
em for their
.nd Fish and
.0 return the
them for the
0 use in the

hy and they
e Division Of
shes in Ken-
piled the list

l

 

of birds, both native and migratory; II. B. Newland, Assistant
Director, Division of Forestry, for the list of trees; Dennie Gooch,
former president of the League of Kentucky Sportsmen and Editor
of the “Kentucky Sportsman”, who gave many valuable suggestions
and furnished many pictures for the hand-book; Mrs. Nell Vaughn,
Director, Division of Parks, who furnished information on state parks
and several pictures; K. (i. McConnell, Director, Division of Forestry,
who furnished information on state forestry problems and also several
pictures for the book; Dr. Allen, University of Kentucky Biology
Instructor, who furnished the list of mammals native to Kentucky.
Especially helpful was information furnished by the U. S.
Forest Service, \Vashington, D. C., the Soil Conservation Service; and
the Fish and \Vildlife Service.
' JAMES J. GILPIN,

Public Relations

Representative,

Div., of Game and Fish.

11

 

 

 

 

 

  

 

 

 

 

 

 

 

 

GENERAL PURPOSE AND AIM

To enlarge and expand the children’s experiences with nature
by surrounding them in the classroom with living things of nature
such as pets from home, plants from home and in the Wild, flowers,
both cultured and wild, game birds, animals and fish, minerals, soil
and water, and by encouraging them to see these things in their
natural environments; and through these experiences to teach the
pupils the value of vegetation, soil, water, wildlife and minerals and
the need.to protect thenl. {Fhe future of our nation.Vvfll soon hein
the hands of the generation now in our schools. It is to the students
of today, that this great country with its rich resources will be
entrusted and in Whose hands Will be placed the destiny of our wild-
life (birds, animals and fish). Future generations of citizens will
judge how Wisely these students have used their powers as citizens.
Conservafion.is not a strange idea brought in froni anne fmemu
country, not a radical plan, but a plan of American democracy.
The pubhc lands are the fichem;inherfiance ever bemnvwd bya
bountiful Creator upon any national community. The wise use of
these lands, and of all that lies above and below them, rests in the
hands of the present younger generation. It is the highest form of
patriotism for those students to do their part to ensure the wisest use
of these resources“of the people,b§rthe people,for the people/’

12

of on
the g
peric

SPEC

AS

rabl

Les:

  

ith nature
of nature
(1, flowers,
1erals, soil
's in their
teach the
nerals and
soon lie in
1e students
16S will be
if our wild-
itizens will
as citizens.
me foreign
democracy.
owed by a
wise use of
rests in the
est form of
e wisest use
ople.”

 

GRADE ONE

Definition: Conservation is the preservation and development
of our natui a1 resources for economic and social use, so as to secure
the greatest good to the largest number of persons for the longest

period of time

1. OUR ANIMAL FRIENDS

SPECIFIC AIMs:

1.

P55"???

7.
8.

To observe the appearance of some animals found in the
community.

To note where animals live: open fields trees, water, air and
underground.

To learn that the1e are wild and domestic animals.

To teach am e, feeding and treatment of pets.

To foster kindness toward all animals.

To observe simple relationships between animals, plants,
trees, birds and soil.

To teach that plants and animals are alive.

To observe how animals protect themselves.

A SUGGESTED APPROACH.

Questions asked about pets develops the fact that John has a pet
rabbit named Bunny which he can bring to school for observation.

TYPE LESSONS

Lesson 1.

1.
2.
3.

Who fed and cared for you when you were a. baby?

Who fed and cared for Bunny when he was a baby?

If some boy or dog had killed Bunny’s mother, what would
have happened to Bunny and his brothers and sisters?
Name some other animals that have babies.

13

 

 

 

 

  

 

 

 

 

 

 

 

 

I
I
E
Lesso
i
wee: J . {em
The Opossum barely qualifies as a game animal as both his
meat and fur are inferior and he affords very little sport in being
taken.
5. “7110 cares for and feeds these babies?
6. \Vhat happens to all animal babies when their mother IS
killed?
7. Would you like to live in a world that had no accidents?
8. If we are to have pets, What must we remember:2
Sui

Reading Chart:
Bunny is a rabbit.
His mother fed him when he was a baby.

14

  

’l‘he Cott011—’l."ail Rabbit—Leave brush piles and
sink-holes for the rabbit and he will he a means of
furnishing more sport to the hunters. Watch for him
on the highways and drive carefully to prevent killing
this little animal.

1 must not hurt the mother rabbit.
IIer babies would die if she were killed.
Soon there would be no rabbits.

Lesson II.
1. What does Bunny eat?
2. What was planted to make lettuce and carrots"?
3. Where do we plant seeds"?
4 Where did these seeds come from ‘3 (Show a pod such as
sun-flower.)
5. What was the pod before the seed came *3
6. If I destroy the flower, what will happen to seeds ”3

Reading Chart:
being Bunny eats plants.
Plants grow in the ground.
Plants come from seeds.

h his

mother is

Flowers make seed.

If I pick the flower there will be no seeds.

:lents?

If there were no seeds, there would be no plants.

Animals must have plants to live.

Suggestions for Other Lessons:

1.

From an apple that the children fed Bunny, you might
bring in the idea that a tree is a plant and develop a. lesson
on the uses and protection of trees.

15

 

 

 

 

 

 

 

  

 
  
   
 
   

 

 

 

 

lovers of the Chase and is a valuable fur-bearer.

2.

ACTIVIT
1.

page

5"

U!

The Red Fox, a. very gallant game animal, affords great sport to the

From knowledge gained about seed growing in the ground
in Lesson II, we may develop a lesson on use of soil.

Give the rabbit water. From this develop a lesson on the
importance of water in nature.

IES:
Pupils tell about animals with which they are acquainted:
Where they live, what they eat.
Bring pets to school. Observe and discuss them.
Conduct pct shows.
Bring to school magazines or books containing pictures of
domestic and wild animals.
Make clay models of animals.
Make a journey to observe animals if they may be found
within convenient distance of the school.
Bring snapshots of animals to class. Display these on a
bulletin board.

16

 

SUGGEE
A.

 . the

ground

on the

tainted :

Hires of

3 found

38 0113.

 

Black Bear in wooded mountains of Harlan County. Once extinct, now
protected and increasing.

8. Provide if possible homes in the classrooms for animals
brought to school.
9. Describe a field where Bunny will live.

SUGGESTIONS FOR INTEGRATION.
A. Reading:
1. Make reading charts. (See suggestions in Type Lessons:

2. Teacher reads appropriate stories and poems.
3. Dramatization of stories about animals.

B. Language:

1. Cooperative riddles such as: I have big ears. I have a
little tail. I can hop. I like carrots. What am I?

2. Conversation lessons stressing care, feeding and protec-
tion of animals.

3. Picture study “A Boy \Vith A Rabbit” (any picture
that correlates with your unit).

4. Cooperative stories as in a class booklet.

0- Writing: _
Write names of animals, cat, dog, rabbit, bird.

17

 

 

 

 

 

 

 

 

 

 

 

  

 

 

 

 

 

 

 

 

 

THE RACCOON.

D. Arithmetic:
1. Count animals. (Do not use more than ten in a group.)
2. Count groups of animals.

.3. Compare groups of animals.

E. Health:
Animals must observe the rules of health and sanitation in order
to thrive.
]. Each animals has its own way of keeping: clean.

2. Each animals has its own way of keeping: its home clean.
3. Animals must eat proper foods. (Pictures showmg‘

results or lack of vitamins.)
4. They must exercise in the sunshine and fresh air.
They must rest and sleep a great deal. From these we
can develop our health rules.

01

F. Physical Education:
Play animal games. Suggested games: (See the Book Of
Games for Home, School and Playground—Forebush and Allen-)

18

    
 
  
   
 
 
 
 
 
 
 
 
 
  
  
  
  
   

ll.

  

group.)

in order

1.
1e clean.

showing
ir.

these we

Book of
1 Allen.)

xA~..A__

lI.

 

 

Scene on Clear Creek. Pine Mountain State Park.

Social Studies:

Fathers and mothers work to have homes for their babies.

Show that animals work for their babies.

This relationship should develop an appreciation of animals’
homes and give the child a desire to care for them.

Music: Songs based 011 unit you are teaching.

Suggested songs:

1. My Bunny—(Listen and Sing—The XVorld of Music).

2. If You Were The Bunny—(Music Hour—First Book).

3. Little Bunny Rabbit—(Music Hour—Kindergarten and
First Book).

Art:

1. Directed pictures of animals.

2. Free illustrations for booklets.

3. Cut-out animals.

4. Posters—Theme being Conservation.

19

 

 

 

 

 

 

    
 
  
 
 
 
 
 
 
 
 
 

EVALUATIONS :

 

 

 

 

  

 

 

 

 

Children should have learned:
1. The appearance, habits, and food of a few animals.
2. The values of these animals to them.

3. A few simple things they can do to protect animals such
as putting- food where they can get it in winter.

 

4. Simple relationships between animals, plants, trees,
birds, and soil.
5. How nature protects animals.

BIBLIOGRAPHY:

A Home For Turkey Gobbler—Hahn—(Houghton)

All Abouts Pet—Bianco—(Macmillan).

Bear Twins—Hogan—(Dutton).

Billy and Frisky Play House—Hahn—(Houghton). ,

Bunny Rabbit’s Two Friends—By M. Lehman—Grade Teacher— 1.
April. 1935. ’

David’s Friends at School—Hanna, Anderson & Gray—(Scott, Fores- '
man . ‘

Day In and Day Out—(Alice and Jerry Books)—(Rowe-Peterson). ,

Elementary Science Readers—Book I. a

Four Friends—Paul—(Grossett).

Game and Fish Information Chart.

Game and Fish Wildlife Charts No’s. 1 and 2.

Having Fun—Wright—(Houghton).

Hunting—Patch & Howe—(Macmillan).

Kentucky Game and Fish Laws.

Kittens and Cats—Grocer—(Houghton).

More About Animals—Bianco—(Macmillan).

My Animal Story Brook—Lewis—(Winston).

Nature and Science Readers—Book I—(Macmillan).

Nature Study—Comstock.

Our Friends at the Farm—Davies—(Crowell).

Outdoor Land, Book I.—Edwards—(Litt1e).

Pathways In Science, Book I.—Craig—(Ginn).

Peter Rabbit Story Book—Lewis—(Winston).

Picture Book of Animals—LaRue—(Macmillan).

Primer—The Friendly Hour Series.

Round About—(Alice and Jerry Books)——(Rowe-Peterson).

Science Stories, Book I.—Beauchemp. Crampton & Gray—(Scott,
Foresman).

Songs of Childhood—Music Education Series.

Story Pictures of Farm Animals—Beaty—(Beckley-Cardy).

Surprise Stories—Hardy—(Wheeler)

The Farm TWins—Perkins—(Houghton). . .

The Find Out Book—Volume II. Chapel Hill, North Carollnar-Um' m The Whi
versity Press. " “81°“ 0‘ G

Wag, A Friendly Dog—Gehres—(Winston)

We Three—Walker—-(Merrill).

Wiggles, A Funny Little Dog—Wilson and Pennell—(Houghton)'

Work—-Play Primer—(Macmillan).

Zeke The Raccoon—Wells—(Viking)

 

20

 als.

I als such
er.

5, trees,

 

Teacher— '

 

- tt, Fores

' eterson).

THE WHITE TAIL DEER.

11nar—Un1' Diviggfi Vifl'lgte Tail Deer, native to Kentucky, became DmCtiCfilly extmct, but restocking by the
u. 0 ame and Fish is bringing it back in large numbers

ughton)-

 

 

 

  

 

 

 

 

 

 

 

GRADE 2
OUR FEATHERED FRIENDS

SPECIFIC AIMS:

1. To train the child to abhor the killing of birds and robbing
of nests.
To develop the idea of the interdependence of nian7 plants,

to

and animals.
3. To show the need for protecting some birds, plants, and
animals.

4. To show the child how he can protect birds.

5. To teach the child to be kind to birds.

(I To teach about some enemies of birds, such as the cat.

7. To teach children to recognize birds they see in the com-

munity by sight or song.

Wild Ducks andGeese are strickly migratory and only a. few of them come through Ken-
tucky. Over the entire United States they are our greatest game birds.

APPROACH:
It is suggested that we build a bird sanctuary. Discussion and
questioning precede actual building.

22

  
 
 
  
 
  
 
 
  
 
 
 
 
 
 
 
 
   
 
  
 
  
   

decided
work tl
place t(
put in i

 

  

robbing
l, plants,

nts, and

at.
the com-

 

,me through Ken-

ssion and

One question asked was, “\Vhat is a sanctuary?” The answer
decided upon was, “A shelter or a place of safety.” All through the
work this idea was kept before the children. “\V'e are building a
place to shelter, protect and save the birds, plants, and animals we

put in it. ”

 

 

 

 

 

 

 

QUAIL HOLDING PENS LOCATED IN SHELBY COUNTY.

23

 

 

 

 

 

 

 

  

 

 

 

 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
  
   

 

 

 

 

 

 

  
    
 

   
 
  
  

Other discussions brought out these facts. The tree providesa
home for the bird. The birds kill insects which destroy the tree.
The tree provides food for the squirrel. The squirrel plants and
distributes the seed which makes the tree. The tree provides wood 7.».
to make homes for us. By these discussions we show the child the Cy”
interdependence of plants, animals, and man, and the need of preserv. I ’

ing one for the other. //

Discussion of acorns led a boy to suggest that we put squirrels in

‘ IT IS ONE c
0111 sanctuary. 1, ADESTRO‘1
As we worked, a pool, house, and rock garden were suggested. ‘5 AS WELL A

From these, growing enthusiasm led to construction of a real
bird bath, a bird house, and feeding trays. 3

There are many approaches to such unit. i

Suggestions: A bird ’s nest, a Christmas tree for birds, a bird I
seen in a tree. l

 

ACTIVITIES: l
1. Collect old bird nests (Select last year’s nests and explain it THE NEST
why). 3 SPOT, ,FEN‘

2. Gather branches to fasten nuts on. (Be sure they are dead, iii’glggal
or result of pruning, or from tree which has been cut.)
Gather some soil, flowers, and rocks for a rock garden around
the pool. Gather sand and pebbles to make a road leading
to the house. Gather acorns to put on trees.

3. Collect pictures of birds. Have children identify birds they
see and don’t know by these pictures.

 

4. Mount pictures of birds on the trees.

5. Enclose sactuary with a fence built with blocks.

6. Make a pool (pan fill