Find interesting articles about conservation issues with a private and communal focus in Africa through African Indaba link:African Indaba indaba@cic-wildlife.org
Current issue topics include:

• The Elephants in the Room
• Shooting or Hunting: What is it to be?
• WWF Recognizes Namibian Conservancies for Outstanding Conservation Achievements
• The Republic of Namibia Joins the CIC as State Member
• CIC Markhor Award 2014 – Extended Deadline for Nominations
• Germany Supports Conservation and Anti-Poaching
• Trophy Imports to Europe
• The Development of Modern Bow Hunting in South Africa
• US Endangered Species Act: Southern White Rhino Listing
• The Challenge of Regulating Private Wildlife Ranches for Conservation in South Africa
• The Southern African Wildlife College and Professional Hunter Training
• Rhino Horn Use: Fact vs. Fiction
• Pioneering Research Reveals New Insights into the Consumers behind Rhino Poaching
• The Zambezi Valley Hunting Camp Auctions 2010-2013 in Zimbabwe
• Chinese Ivory Haul in Dar es Salaam
• Hwange National Park Elephant Poisoning Report 1
• Hwange National Park Elephant Poisoning Report 2
• Kenya: Elephant count records steady rise in numbers
• Tanzania: Elephant Census in Selous Game Reserve
• South Africa: Game Price Stampede
• Peter Flack’s Response to the Financial Mail Article
• News from Africa
• The Dama Gazelle (Nanger dama)
• Democratic Republic of the Congo: Okapi threatened

High-Level Panel Calls for UN Action against Illicit Wildlife Trade

The international game biologists meeting in Brussels 26-29 August, provided useful insights into European issues and solutions.  One is always reminded that living in Europe for more centuries with more people places more impacts on widlife and people than we face in the US and Canada.  More problems means more intensity, more private initiatives, and slightly different adaptive approaches.   There are many similarities: energy demands and impacts, climate changes, human and wildlife conflicts, interests in hunting, angling, and wildlife generally, and the need to find a willingness (spirit) before a way (policies, practices and products).  Funding for conservation is a problem everywhere. Our Congress will benefit from their experiences.

Association of Fish and Wildlife Agencies meeting in Portland 8-12 September revealed similar issues in the US and Canada.  Explored many ways for participants and their agencies and organizations to be part of the Congress.

We are moving toward a general launch of the Congress once we get a few more themes, facilators, and finances in place.  Add your inputs to the mix. Not giving suggestions means a missed opportunity.

Save the date and give your inputs...make the best better for conservation on private and communal lands around the world.

8^th International Congress for Wildlife and Livelihoods on Private and Communal Lands: Livestock, Tourism, and Spirit

September 7-12, 2014; YMCA of the Rockies, Colorado, USA

 

Why should you help to lead the conversations and solutions?

We benefit most often from food, wildlife and recreation produced on private and communal lands

Landowners have wildlife on their lands, but may not have incentives for management to benefit society

Without the ecological contributions and spirit derived from nature, humans would perish

Without human thoughts and actions nature will perish

We need private and communal support

 

Previous Congresses were held in Africa 3 times, Canada twice, France, and the first in New Mexico, USA entitled:  ”International Wildlife Ranching Symposium” reflecting how wildlife and recreation contributes to agricultural management, conservation, economies, and healthy societies.

Our Congress emphasizes practical knowledge, skills and attitudes with action outcomes to assist private and communal sectors internationally, in North America, and in Colorado before, during and after the event.  Sessions are planned with invited speakers of quality and substance, related papers from around the world, field trips to Blue Valley Ranch, McGregor Ranch and Rocky Mountain National Park; workshop on wildlife management and animal capture; and small aircraft flights over conservation problems and solutions. 

Over 40 topics are being considered, including titles such as:

• Collaborations across landscapes and jurisdictions by governments, businesses, and peoples
• Helping rural and urban persons to want wildlife and nature as part of their spirit and livelihoods
• Conservation legislation and policy to encourage wildlife management, nature conservation, endangered species protection, tourism, enterprises, and other human and landscape needs
• Energy development, climate change, and mitigations that promote wildlife and livelihoods
• Organizing, administering, and using Land Trusts or other payments for environmental services
• Urban, X-Urban, and Rural land and wildlife planning, development, and mitigations
• Forming and managing local to  international private and communal Wildlife Associations
• Ethics of hunting and wildlife management techniques under different systems
• Role of NGOs to promote, and to evaluate conservation interests locally and internationally
• The role of institutions to educate future leaders and managers for private and communal sectors
• Preventing and mitigating diseases and conflicts between humans and  wildlife
• The business of wildlife and nature conservation for state and national economies and workforces

Actions are our desired outcomes, not mere studies of problems. We encourage sessions, titles, outcomes, and words that support: critical thinking, solutions, entrepreneurism, guidelines, Best Management Practices, innovations, results, applications, models, tools, impacts, future progress, recommendations, provocative debates, mitigations, examples, outcomes, successes, case studies, actions, behavioral change, etc.

Save the date and get involved

Planning moves rapidly.  Outcomes will depend on human and financial capital that is leveraged into strategic actions.  Priorities are finding key thinkers, topics, sponsors, cooperators, facilitators, speakers, and participants. Your ideas and support are welcomed!  See venues and audiences on the next page.

Our locations:

 

·         Congress Web Site: http://events.warnercnr.colostate.edu/iwmc-2014/

·         YMCA of the Rockies conference and destination facilities:  http://www.ymcarockies.org/

·         Rocky Mountain National Park is at our door: http://www.nps.gov/romo/index.htm

·         Learn more about tourism in Colorado: http://www.colorado.com/

·         Know Colorado’s Wildlife: http://wildlife.state.co.us/WildlifeSpecies/Pages/WildlifeSpecies.aspx

·         Start now to get management ideas in the many related links from Sections of LandHelp including the 8^th Congress Section at:  www.LandHelp.info.

Our Projected Audiences include:

At least the following will be in conversations, promotion, and participation with private and communal land management leading up to and including the Congress:

400         Agency, organization, and private professionals from around the world, will help to guide the process, make presentations, and will attend the Congress

300         Landowners and on-the-ground private and communal land managers who will help to guide the process and who will attend the Congress

 60          State/provincial fish and wildlife commissions and agencies in North America will be part of the support processes, will promote the Congress to their constituents, and many will participate in the Congress

 30          Key leaders from around the world will mold the Congress for all to benefit

   7           Federal agencies with their departments, bureaus, and offices in the US will be part of the support processes, will promote the Congress to their constituents, and will participate in the Congress

  6            Continents will have informed professionals, agencies, organizations, landowners, and land managers who will be asked to be part of the discussions and actions

  1            Bureau of Indian Affairs in the US will have a unique role.  You are the one who can help to make a difference

Countless persons will have access to web sites and other communications that promote management of land, animals, and people on private and communal lands before, during, and after the Congress

For More Information Contact:

Dr. Delwin E. Benson, Professor and Extension Wildlife Specialist, Colorado State University who serves as your organizer and host focusing on actions, celebrations, and improvements for management of animals, land, and people:  Delwin.Benson@colostate.edu; 970-491-6411

 

Join us in spirit and in participation to present the most thoughtful and effective outcomes of record

On my mind is planning for the 8^thInternational Congress for Wildlife and Livelihoods on Private and Communal Lands: Livestock, Tourism, and Spirit to be held September 7-12, 2014, YMCA of the Rockies, Estes Park Colorado. When people arrived on the land, wildlife were affected.  Now we have responsibility to coexist.

 

Influence us and participate as we plan and attend the Congress.   Help us to focus on actions, celebrations, and improvements for management of animals, land, and people on private and communal lands that represent 2/3rds of Colorado and the US. Join us in spirit and in participation to present the most thoughtful and effective outcomes of record.

Previous Congresses were held in Africa 3 times, Canada twice, France, and the first in New Mexico. Our Congress emphasizes practical knowledge, skills and attitudes with action outcomes to assist private and communal sectors internationally, in North America, and in Colorado before, during and after the event.  Sessions and workshops are planned with invited speakers of quality and substance, related papers from around the world, and field trips to Blue Valley Ranch and Rocky Mountain National Park. 

Over 40 topics are being considered including titles such as:

·         Collaborations across landscapes, borders, and jurisdictions

·         Integrating agriculture and livestock into nature conservation

·         Conservation legislation and policy to encourage wildlife management, nature conservation, endangered species protection, tourism, and other human and landscape needs

·         Energy uses, development ,and mitigations that promote wildlife and livelihoods

·         Organizing, administering, and using Land Trusts or other payments for environmental services

·         Urban and X-Urban communal land planning, development, and mitigations

·         Ethics of hunting and management under different systems

·         Role of NGOs to promote, and to evaluate conservation interests locally and internationally

·         The role of universities and professionals to educate and nurture future leaders and managers about working with private and communal sectors

·         Protecting against diseases and conflicts between humans and  wildlife

·         Forming and managing local, state/provincial, national, and international Wildlife Associations

·         Helping persons to want wildlife and nature as part of their spirit and livelihoods

Actions are our desired outcomes not mere studies of problems.   Words to consider as we plan include: critical thinking, solutions, guidelines, Best Management Practices, innovations, results, applications, models, tools, impacts, future progress, management recommendations, provocative debates, mitigations, examples, outcomes, successes, case studies, actions, etc.

Time in nature is one of 7 tricks to stay positive

Happiness is within reach and nature makes us feel more positive when we spend 20 minutes or more each day surrounded by nature. It refreshes the spirit and reminds us that we belong to something larger than ourselves. When you can't find time for the otudoors spend a few minutes enjoying photos or posters of nature. Looking at pictures of nature provides uplifting effects on our outlook. Here are the 7 tricks.

1. Spend at least 20 minutes in nature each day
2. Trigger the laugh effect
3. Count those blessings
4. Exercise
5. Use "what's the good word?" as a greeting not "how are you?"
6. Savor the positive
7. Create a list of the 10 most positive experiences of your life.

JoAnna Brandi wrote the above in BottomLine, November 15, 2009(www.BottomLineSecrets.com

40 Neighborhood Outdoor Adventures and 15 days of fun - Ways to Get Youth and Adults into Nature and Nature into Lives

Dr. Delwin E. Benson
Professor and Extension Wildlife Specialist
Colorado State University
Fort Collins Colorado 80526
delwin.benson@colostate.edu; 970-491-6411
Chairman of the Center for Conservation Education
Max McGraw Wildlife Foundation, Dundee Illinois

Note to Parents, Teachers and Mentors:
All activities that follow can be quite safe and fun. Each needs to be thought about in relation to your area and the age or experience level of your youth. For example, if there are poisonous animals or plants, then special precautions need to be made to anticipate problems. You must scope out the area first. Ask the locals and experts about safety considerations. Tell kids how to behave if there are special risks. Be observant and helpful, but do not take the initiative and wonder away from the youth. Allow for unstructured fun and learning. However, to compete with other structures such as school, sports, music lessons, etc. help kids to include nature activities regularly in their lives.

Use age appropriate activities creating: Awareness, Discovery, & Responsibility
Young children need controlled activities, supervision, guidance, assistance, rules, and help with understanding. Adolescents want interactions with peers, less parental influences and greater adventure. Each person is different and needs vary by age and experiences in life. Have plans, but let youth explore, sense their place and decide their fate as can be allowed. Watch and be ready, but don’t hover. Make learning fun. Each encounter should create awareness, discover new knowledge and skills and develop attitudes through responsible behavior.

20 Activities start with Awareness (A), Discovery (D), leading to Responsibility (R)
Younger youth might understand these phrases best: (A) What’s that? (D) Find Out. (R) What I should do!

1. (AD)Go into the yard, open space, nearby Community Park, etc. to have fun. Run around. Get your feet wet. Look under rocks. Climb a tree. Build a fort.

2. (AD)Put on blindfolds then sit and listen for 5 minutes, longer or shorter times might be needed based on the persons involved and their experience in the environment. Discuss what you heard with other youth and parents when time is up.

3. (AD)Go for a slow walk with blindfolds on and with a partner leading the activity. Touch interesting parts of the environment such as the bark of trees, texture of plants, places that are warm and others that are cool, insects, soft grass or “sticky” shrubs. Develop senses of smell, touch, curiosity, and wonder.

4. (AD)Draw maps of your yard, open space, nearby community parks, etc. Use big sheets of paper for young kids and move up to GPS locations and better maps later. Show hills and valleys, water and dry spots, rocky areas etc. Identify where grasses, shrubs and trees grow separately and in association. Determine if someone planted the vegetation or if it is native. Perhaps Google Earth can provide a base map. What is natural? What is human caused? Track changes.

5. (ADR)Look for little parts of the environment. Toss a coat hanger and carefully see and count the plants, insects, spiders, soil, rocks, etc. where it lands. Roll over small rocks to see if worms or insects live beneath. Tell what you see. Add the small details to your maps by drawing pictures. Make and care for a worm or ant farm at home.

6. (ADR)Find a hillside that was eroded or dig small holes in the soil to learn about soil differences. Are they sandy, made up of larger particles? Are they clay which gets sticky and holds together when you add a little water? Or are they a mixture called loam? Are soils dark indicating they have decayed plant materials inside and are quite good for growing gardens or crops? Perhaps they are light colored and filled with rocks, making them more difficult to use for planting. Put everything back in its place.

7. (ADR)So far, no rocks, soils, plant, or animal names had to be learned. Now begin putting names on what you see. Get good field guides and learn how to identify major features of plants and animals first, and then begin to see the smaller specifics that separate one animal or plant from others. Learn difference between sparrows and finches first, and then spot the various species of each. Some animals might be detected best by their tracks. Plants mature and make flowers at different times of year. Record when you see animals and flowers. Compare notes to see if plants mature at same times each year and are animals seen at similar times of day and year? Tell about your favorite plants, animals and experiences in nature.

8. (ADR)Learn about nature through LandHelp, www.LandHelp.info, and elsewhere on the Internet. Look under sections about animals, forests, pests, landscape and gardening, next child in the woods, small acreage management, weather, sustainability, teaching packages, and other sites of interest. You will get more ideas for fun activities and improve knowledge for action. Bring one activity to parents or Community Conservation Club.

9. (AD)Animals are not always present throughout the year. They might migrate short or long distances, some animals will hide in holes, under rocks or in the mud during winter. Learn the times of year that they are in the area and look forward to seeing them arrive again the next year. Bird calls might be your only link.

10. (R)Plant vegetables, flowers or native shrubs and trees in appropriate places. Care for them properly and enjoy their growth and development.

11. (AD)Once you become aware of plants, animals, soils, rocks, and geographical features of the environment, then you can begin to learn how and why they got there. For example were the rocks and soils made from volcanoes, ocean deposits, uplifts of mountains, etc. Did plants escape from gardens? Which animals are new? Ask for help.

12. (AD)Once you know more about the environment then begin understanding the interrelationships. What animal eats plants or other animals? How are plants created from soil, water, sunlight and little seeds? Some plants and animals are very particular about their requirements. Others use a wide range of food and environmental resources. Help to provide what animals need by management. Invite managers to assist.

13. (AD)Conduct a painting class. Kids need to see specifics of color, form and texture to paint. Help them to be observant. Help them to question! Help them to answer!

14. (R)Keep journals with notes and reflections about nature and what is seen, learned and unknown. These can be personal or shared with others. Fill in the blanks.

15. (ADR)Get split rail fence materials or other similar structural items and get the kids building their own fences, forts, and play areas. These are not permanent structures, just temporary places to create and develop skills of cooperation and having fun. You could pre-build the uprights to hold fences, etc. and the kids would merely move them around to create a maze or a rocket ship to Mars. Perhaps these can be used in a neighbor’s yard, common open spaces, etc. Be sure to get permission from the owners and managers. This could be a great home owner’s association project for the area youth. Encourage kids to wear gloves, pants and good shoes, and you can supervise, but do so at a distance. They need to learn about using proper equipment, but little nicks and scratches will heal.

16. (ADR)Take field trips and hikes to new places and apply what was learned previously to the new settings. You don’t need to go far. Nature is everywhere. Use maps. Be safe.

17. (ADR)Determine your “environmental footprint.” See the sustainability section in www.LandHelp.info and work to use less energy, water or unnecessary chemicals around the home. Ride a bicycle or walk. Recycle, reuse and make do.

18. (R)Practice having good “personal footprints.” Eat proper foods. Get plenty of exercise. Outdoor activities can easily combine with kids’ health practices.

19. (R)Form a neighborhood club that helps to organize activities where you live. A little organization will help to get more done, to share the load and to help the kids. Tell people what you are doing. Your club can be an example for others.

20. (ADR)Join traditional clubs in the area such as 4-H. Contact the local office of Extension through the county government telephone listing. They operate 4-H. If you have the kids, they can help with programs, information, and leadership.

20 More Ideas for Older Youth

21. (ADR)Let youth explore. Cell phones can now contain Global Positioning Systems so parents can know where youth are at all times. Youth are only a phone call away.

22. (ADR)Volunteer with state and federal natural resources management agencies or other volunteer programs. Get hands-on experiences.

23. (ADR)Ride bicycles in the neighborhood and on city and regional trails. Enjoy the beauty of open spaces. Look for and record interesting aspects of nature.

24. (ADR)Create a nature treasure/scavenger hunt when hiking or biking to give a few objectives to youth that promote seeing and exploring. Use maps. GPSs or compasses can be used for geocaching Youth can create new explorations.

25. (ADR)Join a bike club. Develop bike riding stamina at a local health club cycling class.

26. (ADR)Enter riding contests or enjoy the freedom and new places that riding reveals.

27. (ADR)Go camping. Learn outdoor skills such as cooking and survival techniques.

28. (ADR)Go canoeing and boating. Learn how to safely operate oars and motors.

29. (ADR)Learn to fish. Take fishing seminars at local sporting goods shops.

30. (ADR)Make your own flies, lures, and fishing rods.

31. (ADR)Climb rocks. Visit local climbing walls to learn the basics. Take a ropes course. Hook up with others with similar interests. Discuss working together.

32. (ADR)Take a hunter education course from the local state wildlife agency.

33. (ADR)Go hunting. Be an ethical participant with nature not merely an observer.

34. (ADR)Attend meetings and field trips of local birding groups such as Audubon Society.

35. (ADR)Join Girls and Boys clubs, Scouts, or 4-H. They often have conservation, camping, and a variety of outdoor skills programs for youth. Have them join your group.

36. (R)Start a Community Conservation Club in your own neighborhood and connect with other activities around the area.

37. (ADR)Identify local issues that need attention and develop leadership skills, along with other leaders in the area, to make changes. Make a difference.

38. (ADR)Build your knowledge and gain inspiration by reading. Read about nature and peoples’ reactions to nature and impacts on nature.

39. (ADR)Read to younger youth and to seniors who might have dwindling eyesight or who might merely enjoy the presence and help from younger persons.

40. (R)Get others involved with nature through your leadership.

Enable “The Next Child in the Woods”

Author Richard Louv wrote a book called Last Child in the Woods that has spread a disturbing message across North America. He suggests that this is the last generation to have contact with nature unless we do something. By association, we can also infer that youth are also unaware about where their food, shelter and water come from. Youth and adults lose contact with the life and death realities of nature and therefore the impacts they have on their surroundings. There is a movement to reconnect children and adults to nature that has arisen quickly, spontaneously, and across social, political, and economic dividing lines. To learn more about the movement and how you can get involved, look into www.LandHelp.info under the Section on the left side entitled: Next Child in the Woods.” If youth do the activities suggested in this prospectus, then they are part of the movement created to ensure “The Next Child in the Woods.”

Reasons for concern about youth and adults with nature arise from their busy, over-stretched and over-stressed lives. Alternate uses of time and urban living have hindered outdoor activities. Even good intentions have unintended consequences.

Urbanizing populations live in communities with covenants to protect real estate values and public safety, but they also might serve to limit the free play of building forts, climbing trees and getting knee deep in the local pond. No wonder children are driven indoors to the lure of electronic entertainment: cell phones, computers, IPods, video games, and TV.

Fortunately, we can connect children and adults back to nature. The latest research demonstrates that hands-on experiences with nature provide benefits to people even if it is simply in the weed lot at the end of the street. Researchers cite diminished levels of ADHD, fewer incidents of anxiety and depression, improved self-esteem, enhanced brain development, higher levels of curiosity and creativity, and a sense of connectedness to the community and the environment. Society needs to get back into the wonders and realities of nature. To help youth and adults become good participants and stewards with nature, I’ll keep you informed with LandHelp and the

blog:
http://del-helplanduselandhelp.blogspot.com/;

Get into nature! Get nature into you! Take a friend!
The activities that follow provide structure to the 40 ideas and links to new activities and worksheets.

15 days of activities to involve youth and adults in nature
Dr. Delwin E. Benson
Professor and Extension Wildlife Specialist
Colorado State University
Fort Collins Colorado 80526
delben@warnercnr.colostate.edu; 970-491-6411
Chairman of the Center for Conservation Education
Max McGraw Wildlife Foundation, Dundee Illinois

Below are themes for 15 days of activities. The “Activity Reference #s” correspond to descriptions provided on the “40 Neighborhood Outdoor Adventures - Ways to Get Youth and Adults into Nature and Nature into Lives.” The letters represent hyperlinks to supplemental worksheets and websites.
Day Themes and activities

40 Neighborhood Outdoor Adventures - Ways to Get Youth and Adults into Nature and Nature into Lives

Additional activities in Italics Activity References #s
(letters next to numbers are hyperlinks to websites)

Additional references in italics Development levels:

Awareness (A) Discovery (D) Responsibility (R)

1 Explore, learn and be responsible
Run wild, get your feet wet, climb a tree, build forts
Blindfold discovery
Take a walk
Plant and care
Tell stories about what you discovered
Visit a plant nursery
1. a, b
2.
3. c, d, e
10. f, g, h, i

AD
AD
AD
R
R
AD

2 Artful watching
Learn to paint
Learn to look carefully
13. j, k
l, m, n, o, p, q, r

AD

3 Know where you are and record where you have been
Make maps and keep journals
Make Pictures showing special places on your map and in your journal
4. s, t
14.
ADR
R

4 Look for the small
Find little parts
Make and care for an ant farm or worm box
5. u
v, w, x

AD
R

5 Rocks and soil are earth’s foundation
Take a hike learn about soil
Pick up and dispose of litter properly
6. y, z, aa
bb, cc

ADR
R

6 Enjoy nature at home
Learn about and name nature at home
Use field guides and Internet
Keep records
Talk about your favorite plants, animals and sightings
7.
8.
9. dd, ee, ff, gg

ADR
AD
AD

7 Explore new places and a new you
Visit some place new
Ride bikes
Be safe
Take a ropes course or climb rocks or walls
Discuss working with others
Join a bike club; cycle at health clubs
Enter riding contests
Learn to use simple maps of city, parks, trails, etc.
16.
23.

31.

25.
26.
ADR
ADR

ADR

DR
ADR

8 Be an explorer with the right tools
Conduct a treasure/scavenger hunt
Use maps, compass and GPS
24. hh, ii, jj, kk
ll, mm, nn, oo

ADR

9 Explore on your own
Let youth explore. Supervise as needed.
Discuss what was seen
21. pp, qq, rr, ss, tt

ADR

10 Have experts show how the world works and what you can do to help
Invite an expert to speak about how the environment is formed, how it works and what you can do
11.
12. AD
AD

11 Help your neighbors build a creative play area
Create and build a play area in your neighborhood. Get permission. Take care. Be safe
15.
ADR

12 What is you ecological footprint?
Determine your ecological footprint
Practice having a good “personal footprint” with proper eating, exercise and sustainable practices
17. uu, vv
18. ww

ADR
ADR

13 Organize a Community Conservation Club
Form a neighborhood club for youth activities
Start and official Community Conservation Club that is good for adults too
19. xx, i
36.
R
R

14 Join with the larger community of activities
Explore outdoor activities in area to have fun and to join in with existing opportunities
Volunteer to help
Go camping
Go canoeing and boating
Learn to fish
Make your flies, lures, and rods
Take hunter education
Go hunting
Go birding
Join youth other groups and clubs and have them join you
Identify local issues and help solve problems
20. a, b, yy

22.
27.
28.
29.
30.
32.
33.
34. zz, aaa
35. bbb

37.
DR

ADR
ADR
ADR
ADR
ADR
ADR
ADR
ADR
ADR
ADR

15 Life-long learning and responsible actions
Build your lasting learning by reading more
Read to younger youth
Lead others into nature
38.
39.
40.
ADR
ADR
R

URL Addresses Noted Previously (a through bbb)

a: http://www.tpwmagazine.com/archive/2008/mar/ed_1
b: www.njsacc.org/pdfs/activities-color.pdf

c: www.heritagewoodsonline.co.uk/Environmental games and activities booklet.pdf

d: http://www.naturely.com/sense.htm

e: http://wilderdom.com/games/descriptions/SoloWalk.html

f: http://kids.nationalgeographic.com/Activities/MoreActivities/Garden

g: http://www.ca.uky.edu/entomology/entfacts/ef006.asp

h: www.growing-minds.org/plans/ConstructABeanStalk%5B1%5D.pdf

i: www.ni-environment.gov.uk/print/018_adopt_a_tree_new.pdf

j: http://www.howstuffworks.com/easy-outdoor-crafts-for-kids1.htm

k: http://www.playdateyakima.com/2008/07/01/10-outdoor-art-activities/

l: www.arlingtonecho.net/pdf_files/wordwalkgr3.PDF

m: http://wilderdom.com/games/descriptions/SecretSmells.html

n: http://wilderdom.com/games/descriptions/SensualAwarenessInventory.html

o: http://wilderdom.com/games/descriptions/NaturalOrchestra.html

p: http://www.kidsgardening.com/growingideas/projects/nov04/pg1.html

q: http://kids-educational-activities.suite101.com/article.cfm/a_language_arts_lesson_to_bring_outdoors

r: www.cpaws-southernalberta.org/education/pics/pond-study-lesson-plan.pdf

s: www.arlingtonecho.net/pdf_files/map_mkr4.PDF

t: http://www.tpwd.state.tx.us/learning/resources/activities/journal.phtml
u: http://www.ltscotland.org.uk/earlyyears/images/huntforminibeasts_tcm4-117847.doc
v: http://iitc.tamu.edu/lessons/lesson55.html
w: http://www.ni-environment.gov.uk/print/edu003.pdf

x: http://www.ni-environment.gov.uk/print/edu004.pdf
y: http://ontarioecoschools.org/newsletter/March_2009/downloads/Interpretive%20Hike%20from%20CelebEcoSchools08.pdf
z: http://www.brainpopjr.com/science/land/soil/grownups.weml#teachers
aa: http://www2.scholastic.com/browse/article.jsp?id=3747082

bb: http://www.dnr.state.wi.us/org/aw/wm/publications/recycle/publie043.pdf

cc: http://www.arlingtonecho.net/pdf_files/littergr1.pdf

dd: http://www.naturely.com/interview_a_tree.htm
ee: http://www.sciencespot.net/Media/ncsquares.pdf
ff: http://www.thewildones.org/Curric/animalObs.html

gg: www.sciencespot.net/Media/ncatoz.pdf
hh: http://www.tpwd.state.tx.us/kids/explore/nature_treasure_hunt.phtml
ii: http://www.greenhour.org/images/activities/PDF/Nature-Scav-Hunt.pdf
jj: http://www.naturely.com/scavenger_hunt.htm
kk: http://www.audubon.org/educate/educators/six_and_up.html
ll: www.arlingtonecho.net/pdf_files/dnt_lst5.PDF
mm: http://www.us.orienteering.org/Forms/orienteering_lesson_plan.pdf
nn: www.jcschools.org/DEPARTMENTS/SecondaryEducation/coordinated_school_health_files/Where_are_you_handout.pdf
oo: www.arlingtonecho.net/pdf_files/mapkeycpgr1.PDF
pp: http://www.tpwd.state.tx.us/publications/pwdpubs/media/pwd_lf_k0700_1441.pdf
qq: http://www.inquiry.net/outdoor/winter/activities/games/nature.htm
rr: http://www.ltscotland.org.uk/earlyyears/images/huntforminibeasts_tcm4-117847.doc
ss: http://www.greenhour.org/images/activities/PDF/wildlife_hike_checklist.pdf
tt: www.projectwild.org/documents/WildlifeisEverywhere_000.pdf
uu: http://www.state.ct.us/ott/PolicyAndEducation/YDYW2008/WorkshopHandouts/The%20ABC%E2%80%99s%20Of%20Measuring%20and%20Reducing%20Your%20Carbon%20and%20Ecological%20Footprints/Ecological%20Footprint%20Lesson.pdf
vv: http://pub.em.ed-prod.access-eis.com/pub/assets/pdfs/eco-footprint_lesson_plan_grades_3_4.pdf
ww: http://www.davidsuzuki.org/kids

xx: http://aggie-horticulture.tamu.edu/kindergarden/Child/com/commun.htm

yy: http://youthdevelopment.suite101.com/article.cfm/top_10_outside_activities_for_kids
zz: http://www.audubon.org/educate/educators/six_and_up.html

aaa: www.ni-environment.gov.uk/print/014_bird_watching_new.pdf

bbb: http://www.nrdc.org/greensquad/intro/intro_1.asp

Your Turn to Help with 2 Think Tanks about Clubs for adults and geting kids into nature

I've shared my ideas, now it is your turn. What will we need to do to get kids and adults frequently active in nature? Tell your stories. I'm attending 2 think tanks on the topics and I can carry your ideas forward.
Del