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 As has beer of Kent Wi; is very not be j in Keni ground services Other n 0f the l Th DI‘Ograi bountif into th The ha teacher consen Younge handed 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