NRES 370 INFUSION PLAN COVER PAGE WOLF PACK BY DUACHEE A. YANG

NRES 370 INFUSION PLAN COVER PAGE WOLF PACK BY DUACHEE A. YANG EE GOAL EMPHASIZED: Citizen Action Skill. The citizen action skills goal focuses on the students ability to acquire the skills necessary for identifying, investigating, evaluating, and solving an environmental issue. This lesson on the Wolf Pack addresses this goal by having students investigate the environmental issues that contribute to the causes of the endangerment of the Wisconsin gray wolf. EE CONCEPT: Conservation occurs when people recognize their responsibility to maintain the environment, and choose to become involved in the maintenance. [#564 in Essential Learnings in Environmental Education]. Wolf Pack directly addresses this EE concept by having students investigating, evaluating, and creating educated solutions to the issues managing the reintroduction of an endangered species back into its natural habitat. DPI STANDARDS: GEOGRAPHY: PEOPLE, PLACES, AND ENVIRONMENTS A.8.4 Conduct a historical study to analyze the use of the local environment in a Wisconsin community and to explain the effect of this use on the environment. This DPI standard is addressed by requiring students to draw upon the historical evidences of how the populations of many animals in Wisconsin have been endangered by human activity. Students will have the opportunity to discuss why it is important to preserve endangered animals. POLICAL SCIENCE AND CITIZENSHIP: POWER, AUTHORITY, GOVERNANCE, AND RESPONSIBILITY C.8.7 Locate, organize, and use relevant information to understand an issue of public concern, take a position, and advocate the position in a debate. This DPI standard is addressed by requiring students to take a stance on the issue of modern human development over the preservation of land of endangered species in Wisconsin and why the introduction of the gray wolf is or is not beneficial to Wisconsin. 1

THE BEHAVIORAL SCIENCES: INDIVIDUALS, INSTITUATIONS, AND SOCIETY (CULTURE) E.8.1 Give examples to explain and illustrate the influence of prior knowledge, motivation, capabilities, personal interests, and other factors on individual learning. This DPI standard is addressed by requiring students to show how the gray wolf has impacted the environment in Wisconsin and use their prior knowledge and research to create a poster exemplifying their knowledge as to the importance of this animal to the well-being of its ecosystem. TEXTBOOK CONNECTION: CHAPTER 10: THE LAND AND PEOPLE OF THE MIDWEST, part 3 of lesson 1 in Explore Our Land (Houghton Mifflin, 1997) pp.262-63. This textbook is used at a middle school level geography class focusing on US geography. This particular section identifies some animals and their environments in the Midwest and describes how the land of in the Midwest is used. Using this information as the backbone, students will further investigate the benefits and limitations of the introduction of the gray wolf back into Wisconsin s ecosystems. REVIEWER COMMENTS, CONSIDERATIONS, AND INCORPORATIONS: In consideration of the reviewer s comments about my infusion lesson plan, I have taken extra steps to ensure that my environmental education goals and concepts are clearly defined. I have also made changes according to the recommendations of my reviewers by rewording certain parts of my lesson that may be too wordy or unclear. I have also made changes to the spelling and grammatical errors in my lesson overall. 2

NRES 370 INFUSION PLAN WOLF PACK BY DUACHEE A. YANG TITLE: ACTIVITY: GOAL: Wolf Pack The overall goal of Wolf Pack is for students to gain identifying, investigative, evaluative, and problem solving skills for environmental issues where we live in this regional geographic location. OBJECTIVES: After the completion of this lesson, each student will be able to: 1) Identify at least 3 benefits and 3 limitations for the reintroduction of the gray wolf in Wisconsin and present the information on a poster board. (KNOWLEDGE) 2) Orally describe and compare two to three factors that may influence the changes in attitudes people have about the reintroduction of the gray wolf in Wisconsin. (ANALYSIS) 3) Develop two to three suggestions regarding the management of this species in the state of Wisconsin in a written letter to the state Department of Natural Resources. (EVALUATION and SYNTHISIZING) MATERIALS: Copies of basic information about the gray wolf from the Wisconsin Department of Natural Resources. 1 copy per student (see attachments). Poster board provided by teacher. 1 per group of two to three students. Sample letter to Department of Natural Resources. 1 copy per student (see attachments). Students should bring in their own notebooks, pencils, and crayons, color pencils, or markers. Textbooks: Explore Our World: Chapter 10, Lesson 1, Part 3: The Land. pp.262-63. 3

INSTRUCTIONAL PROCEDURE: INTRODUCTION & PREASSESSMENT DAY 1: Have the students take their textbook out and turn to pp.262-63. Review how populations of many animals of the Midwest have been endangered by human activity. Students should have their notebooks ready to take notes. First, have students individually list issues that are associated with endangered species. Then have a whole group discussion about the list of issues they have come up with. Listen to their answers and help guide the students understanding for the importance of saving endangered species. Next, have students create a list in their notebooks titled, Important Reasons for Saving Endangered Species while you write this on the SMART board. Students can choose to work with 2 to 3 other individuals to come up with reasons for the importance of saving endangered species. Students should try to come to their own conclusions by drawing from the textbook and class discussion. Give the students ample time to come up with several reasons. Once students are done in their groups, come back together as a group to discuss their conclusions. As you write down their conclusions on the board, make sure students are adding or revising what they have on their own lists. PROCEDURE: Assign the students to read the fact sheets about the gray wolf in Wisconsin from the Wisconsin Department of Natural Resources. While reading, students should try to identify the following key questions: the habitat of the wolf, what does it eat, how does the wolf impact the environment in Wisconsin, why is the wolf important in Wisconsin s ecosystem? These questions and answers should be done before the start of class. DAY 2: Today, assign students into small groups of three to four students per group. Have all groups discuss their findings from the assignment from the previous day. Give students four to five minutes to allow all students equal participation in their small groups. While students are discussing, put each question of the following questions from the assignment on the SMART board and leave space for the students to write. QUESTIONS TO BE WRITTEN ON THE SMART BOARD: 1. What kind of habitat does the wolf live in? 2. What kinds of food does it eat? 3. How does the wolf impact the environment in Wisconsin? 4. Why is the wolf important in Wisconsin s ecosystem? 4

Have each group elect a representative to come to the SMART board and summarize the groups findings once they are done discussing the questions. Then have a class discussion about what the students agree and disagree on, giving students a chance to explain their reasoning. After the discussion, let the students know that in their groups, they will be completing a research explaining the benefits and limitations of the reintroduction of the gray wolf after being placed on the endangered species list. DAY 3: Today split the students into two groups with one group researching just the benefits for reintroducing the gray wolf back into Wisconsin while the other group researches just the limitations. Take some time in class to have the students use the computer lab and library to find additional information for the reintroduction of the gray wolf in Wisconsin. Each student should be looking for two to three benefits or limitations for the implications of reintroducing the gray wolf back into Wisconsin s forests. This information should be recorded in their notebooks in a section titled, Benefits, or Limitations. DAY 4: Today, students will regroup in the classroom as a whole. Have students to volunteer to share one benefit or one limitation from their research with the class while you write them on the SMART board. As you are writing the benefits or limitations on the SMART board, students should be paying attention to the list and add extra notes in their notebooks. Once you have a pretty good list, save a list to a file in a document on the desktop. Later on, this list will be printed and handed out to the students to use in their presentation posters. After the list has been made, show a model of the expectations of the presentation poster. (see the attached drawing). Have students get into groups of two to three to create a poster together. Then allow work time for the students to work on their presentation posters in class for this day and the next day. CONCLUSION & POSTASSESSMENT: As a conclusion, have students present their information of the benefits and limitations to the reintroduction of the gray wolf to Wisconsin. Each of the poster presentations must clearly show three benefits and three limitations. The poster must have either a drawing or a photograph of a gray wolf (e.g. adult, pup, or the wolf pack). The poster must be labeled properly with a title, the headings of benefits and limitations, as well as the names of each group member. Students should also come up with justifications for each benefit or limitation that may influence the attitudes of people who fear the reintroduction of the gray wolf. 5

After several days of working on the presentation poster, students will also work on short written piece about the preservation of this endangered species. Drawing from prior knowledge, handouts that were given in class, and research time, students should be able to piece together several suggestions to preserve the gray wolf from becoming extinct in Wisconsin. In class, go through some of the ways that students can ask about how to meet the needs for wolf survival while addressing issues that may adversely affect local farmers or other species in Wisconsin. Take this day to teach about writing a letter to the state Department of Natural Resources about these suggestions, including the benefits, limitations, and justifications for the management of the gray wolf in Wisconsin. This activity can be modified to include more or less information in the poster presentation or the written letter, depending on the grade level and the depth of the topic. The topic can also be changed to adapt to different species in different regions of the United States or the world. REFERENCES: Bednarz, Sarah, Clinton, Catherine, Hartoonian, Michael, Hernandez, Arthur, Marchall, Patricia, L. and Nickkell, Pat. (1997). Explore Our World. Boston, MA: Houghton Mifflin Company. Project WILD. (2010). Project WILD: K-12 Curriculum & Activity Guide. Houston, TX: Council for Environmental Education. Wisconsin Department of Instruction. (2001). Planning Curriculum in Social Studies. Madison, WI: Wisconsin Department of Public Instruction. Wisconsin Department of Natural Resources. (2011). Gray Wolf (Canis lupus). Madison. Publication website: < http://dnr.wi.gov/org/land/er/mammals/wolf/wolf_facts.htm >. 6

Gray Wolf (Canis lupus) Legal status in US: Federally endangered; State delisted since 2004 (Currently a "Protected Wild Animal"); 2009 Numbers in Wisconsin: 626-664 Length: 5.0-5.5 feet long (including 15-19 inch tail) Height: 2.5 feet high Weight: 50-100 pounds/average for adult males is 75 pounds, average for adult females is 60 pounds. Description The sound of a howling gray wolf is becoming a more common event in Wisconsin. A growing population, of wolves now live in Wisconsin, one of about a dozen states in the country where timber wolves exist in the wild. Gray wolves, also referred to as Timber Wolves, are the largest wild members of the dog family. Males are usually bigger than females. Timber wolves have silvery gray-brown backs, light tan and cream underparts, and bushy tails. In winter, their fur becomes darker on the neck, shoulders, and rump. How can you tell the difference between a gray wolf and a coyote or a large dog? Size is a key difference between coyotes and wolves. A coyote is only half as big as a wolf. Wolves can be distinguished by tracks and various physical features. A wolf and other wild canids usually places its hind foot in the track left by the front foot, whereas a dog's front and hind foot tracks usually do not overlap each other. Wolves also differ from most dogs by having a narrower chest, longer legs, large feet, large head with cheek hair tufts, tail held down or straight but not curled, black tipped tail, and black spot on back of the tail. 7

Wolf Pup Habits Wolves are social animals, living in a family group, or pack. A pack usually has six to ten animals: a dominant ("Alpha") male and female (the breeding pair), pups from the previous year (yearlings) and the current year's pups. Additional subordinate adults may join the pack upon occasion. The dominant pair is in charge of the pack, raising the young, selecting denning and rendezvous sites, capturing food and maintaining the territory. A wolf pack's territory may cover 20-120 square miles, about one tenth the size of an average Wisconsin county. Thus, wolves require a lot of space in which to live, a fact that often invites conflict with humans. While neighboring wolf packs might share a common border, their territories seldom overlap by more than a mile. A wolf that trespasses in another pack's territory risks being killed by that pack. It knows where its territory ends and another begins by smelling scent messages - urine and feces - left by other wolves. In addition, wolves announce their territory by howling. Howling also helps identify and reunite individuals that are scattered over their large territory. How does a non-breeding wolf attain dominant, or breeding status? It can stay with its natal pack, "bide" its time and work its way up the dominance hierarchy. Or it can "disperse," leaving the pack to find a mate and a vacant area in which to start its own pack. Both strategies involve risk. A bider may be out-competed by another wolf and never achieve dominance. Dispersers usually leave the pack in autumn or winter, during hunting and trapping season. Dispersers must be alert to entering other wolf packs' territories, and they must keep a constant vigil to avoid encounters with people, their major enemy. Dispersers have been known to travel great distances in a short time. One radio-collared Wisconsin wolf traveled 23 miles in one day. In ten months, one Minnesota wolf traveled 550 miles to Saskatchewan, Canada. A female wolf pup trapped in the eastern part of the Upper Peninsula of Michigan, died from a vehicle collision near Johnson Creek in Jefferson County, Wisconsin in March 2001, about 300 miles from her home territory. Nobody knows why some wolves disperse and others don't. Even siblings behave differently, as in the case of Carol and Big Al, radio-collared yearling sisters in one Wisconsin pack. Carol left the pack one December, returned in February, then dispersed 40 miles away. Big Al remained with the pack and probably became the pack's dominant female when her mother was illegally shot. In another case, two siblings dispersed from their pack, but did so at different times and in different directions. One left in September and moved 45 miles east and the other went 85 miles west in November. 8

Food Timber wolves are carnivores feeding on other animals. A study in the early 1980's showed that the diet of Wisconsin wolves was comprised of 55% white-tailed deer, 16% beavers, 10% snowshoe hares and 19% mice, squirrels, muskrats and other small mammals. Deer comprise over 80% of the diet much of the year, but beaver become important in spring and fall. Beavers spend a lot of time on shore in the fall and spring, cutting trees for their food supply. Since beavers are easy to catch on land, wolves eat more of them in the fall and spring than during the rest of the year. In the winter, when beavers are in their lodges or moving safely beneath the ice, wolves rely on deer and hares. Wolves' summer diet is more diverse, including a greater variety of small mammals. Breeding Biology Wolves are sexually mature when two years old, but seldom breed until they are older. In each pack, the dominant male and female are usually the only ones to breed. They prevent subordinate adults from mating by physically harassing them. Thus, a pack generally produces only one litter each year, averaging five to six pups. In Wisconsin, wolves breed in late winter (late January and February). The female delivers the pups two months later in the back chamber of a den that she digs. The den's entrance tunnel is 6-12 feet long and 15-25 inches in diameter. Sometimes the female selects a hollow log, cave or abandoned beaver lodge instead of making a den. At birth, wolf pups are deaf and blind, have dark fuzzy fur and weigh about one pound. They grow rapidly during the first three months, gaining about three pounds each week. Pups begin to see when two weeks old and can hear after three weeks. At this time, they become very active and playful. When about six weeks old, the pups are weaned and the adults begin to bring them meat. Adults eat the meat at a kill site often miles away from the pups, then return and regurgitate the food for the pups to eat. The hungry pups jump and nip at the adults' muzzles to stimulate regurgitation. The pack abandons the den when the pups are six to eight weeks old. The female carries the pups in her mouth to the first of a series of rendezvous sites or nursery areas. These sites are the focus of the pack's social activities for the summer months and are usually near water. By August, the pups wander up to two to three miles from the rendezvous sites and use them less often. The pack abandons the sites in September or October and the pups, now almost full-grown, follow the adults. Distribution Before Europeans settled North America, gray wolves inhabited areas from the southern swamps to the northern tundra, from coast to coast. They existed wherever there was an adequate food supply. However, people overharvested wolf prey species (e.g., elk, bison and deer), transformed wolf habitat into farms and towns and persistently killed wolves. As the continent was settled, wolves declined in numbers and became more restricted in range. Today, the majority of wolves in North America live in remote regions of Canada and Alaska. In the lower 48 states, wolves exist in forests and mountainous regions in Minnesota, Michigan, Wisconsin, Montana, Idaho, Wyoming, Washington, Arizona, New Mexico, North Dakota, and possibly in Oregon, Utah and South Dakota. Map depicting wolf distribution 9

History in Wisconsin Before Wisconsin was settled in the 1830s, wolves lived throughout the state. Nobody knows how many wolves there were, but best estimates would be 3,000-5,000 animals. Explorers, trappers and settlers transformed Wisconsin's native habitat into farmland, hunted elk and bison to extirpation, and reduced deer populations. As their prey species declined, wolves began to feed on easy-to-capture livestock. As might be expected, this was unpopular among farmers. In response to pressure from farmers, the Wisconsin Legislature passed a state bounty in 1865, offering $5 for every wolf killed. By 1900, no timber wolves existed in the southern two-thirds of the state. At that time, sport hunting of deer was becoming an economic boost to Wisconsin. To help preserve the dwindling deer population for this purpose, the state supported the elimination of predators like wolves. The wolf bounty was increased to $20 for adults and $10 for pups. The state bounty on wolves persisted until 1957. By the time bounties were lifted, millions of taxpayers' dollars had been spent to kill Wisconsin's wolves, and few wolves were left. By 1960, wolves were declared extirpated from Wisconsin. Ironically, studies have shown that wolves have minimal negative impact on deer populations, since they feed primarily on weak, sick, or disabled individuals. The story was similar throughout the United States. By 1960, few wolves remained in the lower 48 states (only 350-500 in Minnesota and about 20 on Isle Royale in Michigan). In 1974, however, the value of timber wolves was recognized on the federal level and they were given protection under the Endangered Species Act (Exit DNR). With protection, the Minnesota wolf population in-creased and several individuals dispersed into northern Wisconsin in the mid-1970s. In 1975, the Wisconsin Department of Natural Resources declared timber wolves endangered. A wolf research program was initiated in 1979. Studies since 1979 have shown that four to twenty-eight wolf packs, ranging from 15 to 105 animals, roamed portions of central and northern Wisconsin. Average adult mortality was about 38% in the early 1980s, but has been reduced to 20% the last few years, and the population continues to increase. Canine parvovirus, a lethal canine disease, caused high losses in Wisconsin wolves in the mid 1980s. In the early 1990s, mange has caused the loss of several wolves, but appears to be declining. In 1989 the WDNR developed a wolf recovery plan for the state, and developed a recovery goal for the state at 80 wolves. In 1999 the WDNR established a new management plan for the state that set a long term goal for the state of 350 wolves outside of Indian reservations. Current Status As of July 3, 2009, the gray wolf is a "Protected Wild Animal" in Wisconsin but is back on the federal list of endangered species (USFWS, 2009). Gray wolves were removed from the federal list of endangered species on March 12, 2007. But due to a court challenge, wolves were placed back on the endangered species list on September 29, 2008. The U.S. Fish and Wildlife Service addressed some technicalities and republished the wolf delisting rule. On May 4, 2009 wolves were again removed from the federal list of threatened and endangered species in Wisconsin and the remainder of Western Great Lakes area. However, wolves in the upper Great Lakes region were once again placed on the endangered species list on July 2, 2009. About 626 to 664 wolves existed in Wisconsin in late winter 2009. 10

Misconceptions and Controversies Wolves are the "bad guys" of fable, myth, and folklore. The "big bad wolf" fears portrayed in Little Red Riding Hood, Peter and the Wolf, and other tales have their roots in the experiences and stories of medieval Europe. Wolves were portrayed as vile, demented, immoral beasts. These powerful negative attitudes and misconceptions about wolves have persisted through time, perpetuated by stories, films and word-of-mouth, even when few Americans will ever have the opportunity to encounter a wolf. Wolves are controversial because they are large predators. Farmers are concerned about wolves preying on their livestock. In northern Wisconsin, about 50-60 cases of wolf depredation occur per year, about half are on livestock and half on dogs. As the population continues to increase, slight increases in depredation are likely to occur. In Minnesota, with about 3000 wolves, there are usually 60 to 100 cases per year. A few hunters continue to kill wolves, believing that such actions will help the deer herd. It is important to place in perspective the impact of wolves preying on deer. Each wolf kills about 20 deer per year. Multiply this by the number of wolves found in Wisconsin in recent years (630), and approximately 13,000 deer may be consumed by wolves annually. This compares to over 40,000 deer hit by cars each year, and about 450,000 deer shot annually by hunters statewide. Within the northern and central forests where most wolves live, wolves kill similar numbers of deer as are killed by vehicles (about 13,000), and about 1/10 of those killed by hunters (127,000 in 2008). Wolves are a factor in the deer herd, but only one of many factors that affects the total number of deer on the landscape. Research and Management The Wisconsin Department of Natural Resources has been studying wolves since 1979 by live capturing, attaching radio collars, and monitoring movements. Much has been learned about wolf ecology in northern Wisconsin. In 1992 the Department began a research project to determine the impact of highway development in northwest Wisconsin on wolves. Recently, a Geographic Information System, (computer mapping system) was used to determine that northern Wisconsin has about 6000 square miles of habitat that could support 300-500 wolves. These research findings will help biologist manage wolves in Wisconsin well into the future. The Department of Natural Resources recognizes wolves as native wildlife species that are of value to natural ecosystems and benefit biological diversity of Wisconsin. The Department approved a Wolf Recovery Plan in 1989. The Plan's goal of 80 wolves was first achieved in 1995. This goal was achieved mainly through protection and public education programs, and did not require any active reintroductions into the state. Wolves were reclassified to Threatened in Wisconsin in 1999. In 1999 the Wisconsin DNR approved a new wolf management plan for the state that set a state delisting goal at 250 and management goal at 350, outside of Indian reservations. After state and federal delisting occur, the landowners will be able to control some problem wolves on their own land. What You Can Do The future of wolves in Wisconsin is improving and there are many ways people can help. Since 1995, the Wisconsin DNR has had a volunteer tracking program of people who help track wolves in the state. Opportunity to learn about and teach others about wolves are available through the Gray Wolf Alliance in Ashland and the Timber Wolf information Network in Waupaca. People are encouraged to contributions to the Endangered Resources Fund on the Wisconsin Income Tax Form, purchases of Endangered Resources License Plates, and support of private groups that promote sound wolf management. Some people have even bought radio collars for wolves at about $300 and received the 11

privilege of nicknaming the wolf that received the collar. Contributions by the Wisconsin Audubon Council, Wisconsin Wildlife Federation and Wisconsin taxpayers have helped make this publication possible. < http://dnr.wi.gov/org/land/er/mammals/wolf/wolf_facts.htm > 12

PRESENTATION POSTER EXAMPLE DRAWING AN ACTUAL POSTER EXAMPLE SHOULD BE CREATED SO THE WHOLE CLASS CAN SEE IT. BENEFITS LIMITATIONS 13

LETTER SAMPLE Wisconsin Department of Natural Resources 101 S. Webster Street P.O. Box 7921 Madison, WI 53707-7921 Today s Date Dear Wisconsin Department of Natural Resources: In our 7 th grade Environmental Science class at (put school name here), we are learning about various endangered species in the state of Wisconsin. One of them being the wolf population that is being reintroduced back to its natural habitat in Wisconsin. A healthy wolf population in Wisconsin is important to restore natural predator-prey relationships. Indeed, there are mounting complaints about high deer and beaver populations. While these high population levels are mostly caused by land management practices and land use changes, wolves are effective predators of deer and beaver. Here are some of the benefits and limitations to the reintroduction and preservation of the wolf in Wisconsin. (list benefits and limitations in this paragraph). Here are some of our suggestions for consideration. (list suggestions in this paragraph). These are justifications for our suggestions. (list justifications in this paragraph). Please help get the DNR's wolf management plan back on a positive 'track.' Thank you very much for your consideration. Sincerely, (your signature goes here) (your name goes here) Your address 14