xt7k3j393d73 https://exploreuk.uky.edu/dips/xt7k3j393d73/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1942-03 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. X, no. 1, March 1942 text
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EDUCATIONAL BULLETIN

UNITS IN CONSERVATION OF
WILDLIFE AND
:THER NATURAL RESOURCES

Published by

DEPARTMENT OF EDUCATION
JOHN W. BROOKER '
Superintendent of Public Instruction

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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 X 0 March, 1942 9 51012 _~

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Our song and insectiverous birds are the farmer’s best friends.

of insects each year that could not be eliminated any other way an
crops and vegetation.

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KENTUCKY
UNITS IN CONSERVATION OF
WILDLIFE AND
OTHER NATURAL RESOURCES

ONE OF- OUR MOST VALUABLE BIRDS,
A DESTROYER OF INSECTS AND WEED SEEDS
As WELL AS A.$ONG AND GAME BIRD.

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THE BOB WHITE QUAIL.

By JAMES J. GILPIN

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NATURE’S CURIO SHOP Bi£3§§§§ﬂﬁ§

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THE RABcEchOthT'ﬁE
SAID To E U
BROTHER oF WHAT ANIMAL?

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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 forests.
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 for
any ﬁsh which it may scoop from its habitat. Its curiosity seems to
250 surpass that of all other animals, a weakness which often leads to
its downfall. Common to most sections of the country, it is noc-
turnal in its habits; is almost three feet in length and reaches a
weight of 25 lbs. and more. Four to six cubs are usually found in a
litter.MIt‘s outstanding characteristic is that of carefully washing its
_:_food{b_e§ore‘ eating it. In captivity, raccoons make interesting pets,
I " 88‘ flillfcifdévilment as the most lively of youngsters.

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UNITS IN CONSERVATION
for
IiENTUOKyCPUELKJSOHOOLs
for

ELEMENTARY AND SECONDARY
SCHOOLS

Prepared and distributed by cooperation of the

KENTUCKY DIVISION OF GAME AND FISH

LEAGUE OF KENTUCKY SPORTSMEN

KENTUCKY STATE DEPARTMENT OF EDUCATION
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 8
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. l—State Regulation of Game and Fish ________________________________ 155
No. 2—Informing the Public .......................................... 159
No. 3—Your Friend the Game Warden _____________ 164
No. 4—Replenishing the Fish Supplies __ 169
No. 5—Quai1 for Sportsmen ____________________________________________________________ 174

- Grades IX, X, XI, XII—Vocational Agriculture Practical Applications 1

of Conservation __________________________________________________________________________ 79
No. l—Soil Conservation _______ 180
No. 2—Forest Conservation __ 187

No. 3—Game Conservation 13;
.. 2

No. 4—Fish Conservation ____________________________________
4-H Conservation Activities ____________________________________________________________________________ 215
Social Studies—School and Community Fur, Feather and Fin Club... 221
Appendix:
Check-List of the Birds of Kentucky .................................................... 230
The Fishes of Kentucky ______________________________________ 244
Amphibians Known to Occur in Kentucky. 265
Mammals Known to Occur in Kentucky... 265
Reptiles Known to Occur in Kentucky ....... 268
Forest Trees of Kentucky ........................................................................ 269
Wlldlife Restoration Units and State Fish Hatcheries in Kentucky 271
Brief Description of Kentucky State Parks ...................................... 272

13
22
33
43
60
76

__ 109

118

128

__ 142

155
159
164
169
174

179
180
187
197
205
215
,. 221

230
244
265
266
268

269
271
272

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 011 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
of protecting it for all time.

KEEN JOHNSON
Governor of Kentucky

FOREWORD

Not so many years ago Kentucky could boast the ﬁnest popula-
tion of wildlife of any state in the Union, due entirely to an almost
perfect balance of the three essentials food, cover and water.

As our population increased our wildlife dwindled, some
species even disappearing entirely. Not so much because the white
man killed, for food and valuable furs, many more ﬁsh, birds, and
animals than was necessary, but mainly because he destroyed the food
and cover so essential to their welfare. Hundreds of thousands of
acres of forests have been destroyed without the reforestation of a
single acre. Modern farming has destroyed, utterly, vast sources of
natural Wildlife food. Siltation and pollution have made many miles
of Kentucky’s 12,000 miles of ﬁshing streams untenable for ﬁsh.

In our efforts to conserve, restore and protect Kentucky’s wild-
life resources your Division of Game and Fish realizes the need of
whole-hearted help and assistance of an enlightened and sympathetic
public and I sincerely hope this book will be studied in every school
in Kentucky and that the students will become sufﬁciently interested
as to convince those with whom they associate as to the immediate
need of a state wide practice of the Conservation of our forests, ﬁelds,
and streams as the most logical way to restore our wildlife.

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

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FOREWORD

This bulletin has been prepared by James J. Gilpin, Public
Relations Representative of the State Division of Game and Fish.

Doubtless Kentucky’s greatest physical asset is the wealth
represented in her natural resources—forests, minerals, land, wild
life, and streams. Unfortunately, our forebears, feeling that they
were under compulsion to secure a living from these resources, often
exhausted and depleted them. Today we ﬁnd this fact evident in
mountains denuded of their forests, streams depleted of their life,
and soil exhausted. Fortunately, now we realize the mistake that
has been made and are seeking ways and means of preserving, con-
serving, and as far as possible restoring those resources that are
capable of restoration. This we realize that we must do for our best
economic and social well~being. Certainly we can make no better
investment than work along these lines.

Working together, the State Department of Education, the State
Division of Game and Fish and the League of Kentucky Sportsmen
have made this course of study possible. As Superintendent of Public
Instruction, I am happy in having a part in the introduction of the
subject of conservation into the elementary and high schools of this
state. I express the hope that this course of study will be used in all
our schools and that it may be read and studied by all civic-minded
citizens of the Commonwealth.

JOHN”WIBROOKER
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 of 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 growing
demand for conservation teaching in the schools expanded its
personnel by setting up a public Relations Department. It was the
duty of this agency to keep the public informed through the medium

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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 7
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 effort 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. I

SUGGESTIONS ON USAGE OF MATERIAL

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

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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.

ACKNOWLEDGMENTS

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 of 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 recommendation that the book has
been made possible. He helped in formulating the material and here
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

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of birds, both native and migratory; H 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. G. 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, Washington, D. 0., the Soil Conservation Service; and
the Fish and Wildlife Service.

JAMES J. GILPIN,

Public Relations

Representative,

Div., of Game and Fish.

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 them. The future of our nation will soon lie in
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.
Conservation is not a strange idea brought in from some foreign
country, not a radical plan, but a plan of American democracy.
The public lands are the richest inheritance ever bestowed by a
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, by the people, for the people.”

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GRADE ONE

Deﬁnition: Conservation is the preservation and development
of our natural 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 :

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

To note where animals live: open ﬁelds7 trees, water, air and}
underground.

To learn that there are wild and domestic animals.

To teach care, 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.

Lesson I.
1.
2.
3.

TYPE LESSONS

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.

The Opossum barely qualiﬁes as a game animal as both his
Fiat and fur are inferior and he affords very little sport in bemg
2. en.

Who cares for and feeds these babies?
What 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?

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

The Cotton—Tail RabbitgLeave brush piles and
sink—holes for the rabbit and he will be a means of
furnishing more sport to the hunters. “latch for him
on the highways and drive carefully to prevent killing
this little animal.

I must not hurt the mother rabbit.
Her babies would die if she were killed.

Soon there would be no rabbits.

Lesson II.
1. What does Bunny eat“.2
2 \Vhat was planted to make lettuce and carrots?
3. “There do we plant seeds?
4

Where did these seeds come from? (Show a pod such as
sun-ﬂower.)

5. What was the pod before the seed canieﬁ7

G. If I destroy the ﬂower, what will happen to seeds?
Reading Chart:

Bunny eats plants.

Plants grow in the ground.

Plants come from seeds.

Flowers make seed.

If I pick the ﬂower there will be 110 seeds.

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.

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

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

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

3. Give the rabbit water. From this develop a lesson 011 the
importance of water in nature.

ACTIVITIES :

1. Pupils tell about animals with which they are acquainted:
where they live, what they eat.

2. Bring pets to school. Observe and discuss them.

3. Conduct pet shows.

4. Bring to school magazines or books containing pictures of
domestic and wild animals.

5. Make clay models of animals.

6. Make a journey to observe animals if they may be found
within convenient distance of the school.

7. Bring snapshots of animals to class. Display these on a

bulletin board.

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?

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

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

4. Cooperative stories as in a class booklet.
C. \Vriting:

Write names of animals, cat, dog, rabbit, bird.

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.

1. Each animals has its own way of keeping clean.

[33

Each animals has its own way of keeping: its home clean.

3. Animals must eat proper foods. (Pictures showing
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.

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F. Physical Education:

Play animal games. Suggested games: (See the Book of
Games for Home, School and Playground—Forebush and Allen.)

Scene on Clear Creek, Pine Mountain State Park.

G. 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.

H. Music: Songs based on unit you are teaching.
Suggested songs:
1. My Bunny—(Listen and Sing—The World of Music).
2. If You Were The Bunny—(Music Hour—First Book).
3. Little Bunny Rabbit—(Music Hour—Kindergarten and
First Book).
I. Art:
1. Directed pictures of animals.
2. Free illustrations for booklets.
3. Cut-out animals.
4. Posters—Theme being Conservation.

I _ EVALUATIONS :
‘ 1 1; Children should have learned:
‘ i. 1. The appearance, habits, and food of a few animals.
2. The values of these animals to them.
I ‘ 3. A few simple things they can do to protect animals such
j ‘ ‘ as putting food where they can get it in winter.
‘ i ‘ 4. Simple relationships between animals, plants, trees,
V : birds, and soil.
‘ . I, > 5. How nature protects animals.

‘E‘ *- El 0

‘ ‘ BIBLIOGRAPHY:

A Home For Turkey Gobbler—Hahn—(Houghton)
All Abouts Pet—Bianco—(Macmillan).
Bear Twins—Hogan—(Dutton).
‘ Billy and Frisky Play House—Hahn—(Houghton).
“,1 Bunny Rabbit’s Two Friends—By M. Lehman—Grade Teacher—
; , April, 1935.
i I _ David’s Friends at School—Hanna, Anderson & Gray—(Scott, Fores-
. , man .
1 f Day In and Day Out—(Alice and Jerry Books)——(Rowe-Peterson).
‘ “ Elementary Science Readers—Book I.
1 Four Friends—Paul—(Grossett).
t‘ Game and Fish Information Chart.
“ Game and Fish Wildlife Charts No’s. 1 and 2.
“ Having Fun—Wright—(Houghton).
“ Hunting—Patch & Howe—(Macmillan).
1 Kentucky Game and Fish Laws.
Kittens and Cats—Grocer—(Houghton).
' ,i More About Animals—Bianc0—(Macmillan).
;‘ My Animal Story Brook—Lewis—(Winston).
5", . Nature and Science Readers—Book I—(Macmillan).
“ 5 Nature Study—Comstock.
Our Friends at the Farm—Davies—(Crowell).
f; Outdoor Land, Book I.——Edwards—(Little).
.l Pathways In Science, Book I.—Craig—(Ginn).
l Peter Rabbit Story Book—Lewis—(Winston).
‘_ . Picture Book of Animals—LaRue—(Macmillan).
“ " Primer—The Friendly Hour Series.
‘I ~ Round About—(Alice and Jerry Books)—(R0we—Peterson).
1‘ Science Stories, Book I.—Beauchemp. Crampton & Gray—(Scott,
x ' Foresman).
‘ - Songs of Childhood—Music Education Series.
I ‘ 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 Carolina—Uni- Di The
. . versity Press. “5w"
2] [ Wag, A Friendly Dog——Gehres—(Winston)
i1: ' 1 We Three—Walker—(Merrill).

“l Wiggles, A Funny Little Dog—Wilson and Pennell—(Houghton).
“1‘. Work—Play Primer—(Macmillan).
. El“ Zeke The Raccoon—Wells—(Viking)

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GRADE 2

‘ OUR FEATHERED FRIENDS
[i SPECIFIC AIMS:

" E 1. To train the child to abhor the killing of birds and robbing

of nests.

To develop the idea of the interdependence of man, plants,

and animals.

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

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

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5. To teach the child to be kind to birds.
6. 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 throughl
tucky. Over the entlre United States they are our greatest game birds.

. l I APPROACH :

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

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. “\Ve 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.

Other discussions brought out these facts. The tree provides a
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 1‘
i, , '- to make homes for us. By these discussions we show the child the

‘ u . . . . /
, '1; Interdependence or plants, animals, and man, and the need ol preserv— ,
, ‘ l ing one for the other. (
‘ I i . . . .

i i _ Discuss10n of acorns led a boy to suggest that we put squlrrels In
i l ‘ our sanctuary. ' IS ON
1 z ' , ‘ DESTF
i _ As we worked,ua pool, house, and rock garden were suggested. 5 WE“

,l it“. From these, growing enthusiasm led to construction of a real
li‘ Ht“: bird bath, a bird house, and feeding trays.
' There are many approaches to such unit.

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

ACTIVITIES : a?) _
1. Collect old bird nests (Select last year ’s nests and explain ‘3
why). HE NEE

1‘] ‘ 2. Gather branches to fasten nuts on. (Be sure they are dead, mm 101
Ii ,9 or result of pruning, or from tree which has been cut.) ENS sc
‘l ’ Gather some soil, ﬂowers, and rocks for a rock garden around
i,‘ the pool. Gather sand and pebbles to make a road leading
. to the house. Gather acorns to put on trees.

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

Mount pictures of birds on the trees.

Enclose sactuary with a fence built with blocks.

Make a pool (pan ﬁlled with water).

Get ﬁsh, tadpoles and snails for the pool.

Plant grass for sactuary.

Build a house from blocks, boards and cereal box.

10. Make squirrels from clay.

13 3 ,1 11. Dress dolls for house. \
1" I ‘ . 12. Build bird bath (wooden salad bowl nailed to small post).

- » . 13. Build bird houses and put up in suitable places.

$090.49.“?

14. If possible, observe the building of a bird‘s nest (English
Sparrow would probably be easiest to watch).
0‘“. I 15. Watch young birds learning to ﬂy.

‘3‘ 16. Have pupils listen to calls and songs of birds.
‘l‘l ‘ 17. Provide feeding trays for birds outside your schoolroom 12:13:
i ‘ll windows. vaV "E
iHIRRI‘N.
w POE

(1’; . ,<
,,r.,

s:—
4’

:2.
6-:

2:-
_ I
‘ \i—‘g’

<»::
3‘:

’ IS ONE OF dun. ‘MOSTI VALUABLE BIRDS,
DESTRCYER op INSECTS AND WEED SEEDS
5 WELL AS A.SONC—- AND GAME BIRD.

ITS PLEASING CALI. IS HEAHD IN

‘ v
545 Neg-r Is pLACED lN SOME SHELTERED GARDEN AND FARMLAND 0 EP;
561', FENCE. CORNER or: THICKET MOST °F THE ”N'TED STATES 5A5
I ' AIN
, mm ID T040 EGGS ARE LAID, TWO 0.2 MORE. OF THE ROCKY MOUNT s

ENS SOMETIMES SHARING A NEST.

:TER THE NESTING SEASON BOBWHITES
ATHER IN FLOCKS VCR COVEYS, WHICH

“a" 'N C'RCLES, HEADS our, ON THE. GEOUND. @W
W

BABY BOBWHITES
RESEMBLE TINY
CHICKS A N D
POLL OW T H E
MOTHER SOON
AF rER HAT'CHING

HEN DISTURBED JN
TEEPIQG FORMATION THE
:vev :EXPLODES'VWITH A GREAT
CHIRRING OF WINGS, srARTLING To

Mr POSSIBLE ENEM‘Y, ANIMALr-OR HUMAN.

E.L.F’aoLE.

—

THE BOBWHITE ('by courtesy W. Conservation Comm.).

18. Put out moss, twigs and small pieces of string in a place
where the birds can easily get them. \Vatch to see birds
carry away these nesting materials, and what kind each bi