YouTh - Loudoun County Chapter of the Izaak Walton League of ...

Engaging Youth 

In The Outdoors 

A H o w - T o C h a p t e r M a n u a l 

The izaak walton league of america

ENGAGING YOUTH 

IN THE OUTDOORS 

A HOW-TO CHAPTER MANUAL 

© 2012 by The Izaak Walton League of America 

All rights reserved. Printed in the United States of America. This manual may be reproduced in whole or in 

part, by mimeograph or any other means, solely by the Izaak Walton League’s chapter, state, regional, and 

national leadership only for the purpose of official League business. 

This manual was produced by the IWLA Chapter Relations Department. For more information, contact 

Izaak Walton League of America, Chapter Relations, 707 Conservation Lane, Gaithersburg, Maryland 

20878-2983. Telephone: (800) IKE-LINE (453-5463), extension 236. E-mail: chapters@iwla.org. 

www.iwla.org

ACKNOWLEDGEMENTS 

IWLA National Staff Contributors Staff 

David Earl W. W. Hower, Hoskins, Director Executive of Chapter Director Relations 

Anne Dawn F. M. MacGlashan, Merritt, Director Director of Communications 

of Resources 

Earl Rebecca W. Hower, Wader Director Lase, Conservation of Chapter Education Relations Associate 

Debbie M. Veliz, Chapter Relations Coordinator 

Education Contributors 

David S. Wood, Environmental Educator and Educational Consultant 

Additional 

Margaret T. 

Contributions 

Pennock, Environmental Educator and Educational Consultant 

Scott R. Kovarovics, Conservation Director 

Mary Additional H. Rubin, IWLA Director Staff and of Membership Other Contributors 

Leah Scott G. R. Miller, Kovarovics, Director Conservation of Watershed Director Programs 

Michael Leah G. N. Miller, Lynch, Clean Director Water of Program Finance Director 

Cathy Mary H. S. Berger, Rubin, Associate Director of Director Administration of Development and Meetings 

Jason Tara G. A. Scibelli, McGarvey, Conservation Former IWLA Coordinator Editorial Director 

James John P. T. Pomeranz, “Jay” Clark, Esq., Former Harmon, IWLA Curran, Creative Spielberg Director and Eisenberg 

Steve Moyer, Vice President for Governmental Affairs and 

League Volunteer Leadership Operations, Review Trout Unlimited Committee 

John IWLA P. Environmental Pomeranz, Esq., Education Harmon, Curran, Resource Spielberg Committee: and Eisenberg 

Leo Jodi P. Dombrowski L. Arndt, Committee Esq., Wildman, Chair Harrold, Allen and Dixon 

Leila M. Wiles, Committee Vice Chair 

Elizabeth M. Roy, Committee Member 

League Leadership Review Committee 

Cherry S. Schwartz, Committee Member 

Scott D. Meyer, National Vice President 

Dr. Roger C. Sears, Vice Chair, Executive Board 

Other Reviewers 

Dawn A. Olson, Chair, Chapter Relations Sub-Committee, 

Dr. Clifton A. Hatch, Educational Design Consultant 

Ken 

Executive 

Finch, 

Board 

Environmental Educator 

Rick G. Sommer, Regional Governor Region VI 

Marion Editorial F. Striegel, Support/Layout Division President, and Design Iowa Division 

Gary Dawn M. M. Schwartz, Merritt, IWLA Former Director President, of Communications 

Minnesota Division 

Leila Kathryn M. Wiles, M. Foltin, National Graphic Director, Designer Maryland Division 

Cathy Miller Beers, Former Newsletter Editor, Havana, Illinois Chapter 

Production Printing 

Editorial Mercury, Rockville, Support Maryland and Layout and Design 

Carol R. Gardner 

Kathryn Note: Photos M. Foltin courtesy of Corbis-Fotosearch (pages I-3 and IV-1), iStock (contents 

page, and pages I-9, and II-2), and the U.S. Fish and Wildlife Service (front and 

Note: back covers, Photographs and pages in I-1, this I-6, manual II-3, III-10, courtesy and III-12). of IWLA Other staff, photographs chapters, in this 

Corbis-Fotosearch. 

manual were supplied by IWLA staff, divisions, chapters, and members. 

Izaak Walton League of America Endowment, Inc. 

www.iwlaendowment.org 

The This IWLA Chapter Manual was 

Manual made possible, was made in part, 

possible, with the in support part, with of 

the and support a generous and grant a 

generous from the grant Izaak from Walton the 

Izaak League Walton of America League of 

America Endowment. Endowment.

ABOUT THIS MANUAL 

This manual provides basic information on how to engage young people 

of varying ages with the environment and in the outdoors. Designed for 

volunteer members of the Izaak Walton League of America (IWLA) and 

its network of local chapters, this manual is divided into four major parts, 

called units. Each unit emphasizes important points proven to be valuable 

in engaging young people in local League chapter youth activities and 

connecting young people with conservation. 

This manual provides information on environmental education theories and 

processes. It also includes suggested activities to educate, encourage, and 

engage youth and other resources available to help you better manage your 

chapter’s local youth program. 

Every interested chapter officer and volunteer leader should study this material 

carefully. In addition, please be sure to share it with committee chairs and key 

volunteers. The accompanying CD-ROM provides an easy way for you to print 

and share sections of this manual with other officers and volunteers. 

Note: Activities, projects, procedures, and techniques outlined in this manual 

are intended as a guide and may require special abilities, technical knowledge, 

or safety measures. Mention of these activities, projects, procedures, or techniques 

does not necessarily mean that they have been tested by the League’s 

staff and does not constitute endorsement or verification by the IWLA. 

The IWLA, its agents, officers, directors, and employees accept no responsibility 

for the results and disclaim all liability for any injuries or damages. It is up to 

each chapter and state division to take whatever steps it deems necessary and 

appropriate to comply with all applicable laws, regulations, and permits; protect 

the natural environment; and ensure the safety of its members and guests. 

Careful research and investigation has been done to trace the materials so 

that proper copyright clearance could be made. In some cases, because of the 

obscurity of the original author, no claimant has been found. Despite the efforts 

made, if any copyright has been unknowingly infringed upon, we ask that the 

IWLA be notified so that proper acknowledgments and permissions can be 

obtained.

TABLE OF 

CONTENTS

CONTENTS 

UNIT I INTRODUCTION TO YOUTH IN THE OUTDOORS 

Environmental Education and the Izaak Walton League...............I-1 

The League’s Role 

Environmental Education Across America....................................I-3 

Conservation Movement 

Environmental Education Movement 

Engage Youth in the Outdoors.......................................................I-6 

Society’s Distractions 

Nature Deficit Disorder 

Age-by-Age Outdoor Education....................................................I-7 

Pre-School 

Kindergarten and Elementary School 

Middle School 

High School 

Enjoying the Outdoors....................................................................I-9 

UNIT II YOUTH ACTIVITIES 

Suggested Youth Activity Lesson Plans.........................................II-1 

Division of Activities 

Structure of Lesson Plans 

Additional Learning Objectives....................................................II-3 

Additional Projects and Activities.................................................II-3 

Soil: Youth Activity Lesson Plans .........................................Tab-Soil 

Additional Learning Objectives 

Additional Projects and Activities 

Air: Youth Activity Lesson Plans............................................Tab-Air 



Woods: Youth Activity Lesson Plans.................................Tab-Woods 



Waters: Youth Activity Lesson Plans................................ Tab-Waters 

Additional Learning Objective 


ENGAGING YOUTH IN THE OUTDOORS—A HOW-TO CHAPTER MANUAL | 2012

CONTENTS c ontinued 

Wildlife: Youth Activity Lesson Plans.............................Tab-Wildlife 



UNIT III CHAPTER YOUTH PROGRAMS 

Youth Programs............................................................................ III-1 

A Focus on Activities 

Young Ikes.................................................................................... III-2 

Chapter Program ......................................................................... III-2 

Objectives 

Organization 

Needs 

Budget and Funding 

Location and Dates 

Insurance, Liability, and Safety 

Volunteers.................................................................................... III-6 

Recruiting Volunteers 

Motivating Volunteers 

Marketing and Media.................................................................. III-8 

Youth Activities........................................................................... III-9 

How to Use This Manual 

How to Use the IWLA Chapter Manual 

Youth and the League................................................................ III-10 

League Membership 

National Youth Convention 

National Recognition Awards 

Scholarships 

UNIT IV RESOURCES 

Government..................................................................................IV-1 

Organizations................................................................................IV-3 

Publications...................................................................................IV-5 

Web Sites.......................................................................................IV-8 

APPENDICES 

2012 | ENGAGING YOUTH IN THE OUTDOORS—A HOW-TO CHAPTER MANUAL

UNIT I: 

INTRODUCTION TO YOUTH IN THE OUTDOORS

UNIT I: 

Introduction to Youth in the outdoors 

SUMMARY — Since the Izaak Walton League of America (IWLA) was 

founded in 1922, environmental education has evolved and been made 

available to numerous young Americans. However, many youth in this 

country still lack access to conservation education and time spent in the 

outdoors. It remains imperative that we provide young people with the 

opportunity to better understand our environment through direct, positive 

experiences with nature. This unit focuses on the history of our nation’s 

conservation and environmental education movements, related educational 

theories, and the need today to engage youth in the outdoors. 

Environmental Education and the Izaak Walton League 

The Izaak Walton League has always considered one of its most important 

tasks to be educating young people about the importance of wise 

environmental stewardship. Environmental education has never been more 

needed than it is today, and the Izaak Walton League remains committed to 

the job. 

The Izaak Walton 

League has always 

considered one of 

its most important 

tasks to be educating 

young people about 

the importance of 

wise environmental 

stewardship. 

The League’s Role 

Dating back to its founding, the League’s mission statement includes a 

commitment to “promote means and opportunities for the education of the 

public with respect to our [natural] resources.” 

In the organization’s early days, magazine editorials written by national 

president Will Dilg and political cartoons and commentary by prominent 

conservationist J. N. “Ding” Darling promoted the need to educate youth 

and protect outdoor America for future generations. In 1924, the League 

added to its national conservation platform, “That outdoor recreation as a 

major part of the life, education, and spiritual development of the American 

youth be nurtured.” That same year, League leaders added a “Mostly About 

Boys” column to the organization’s monthly magazine to promote outdoor 

activities for and adventures by America’s youth. 

League leaders worked tirelessly to champion environmental education as 

the foundation of the League’s success and to introduce conservation “into 

the common school curriculum.” As the nation’s environmental education 

Dating back to its 

founding, the League’s 

mission statement 

includes a commitment 

to “promote means and 

opportunities for the 

education of the public 

with respect to our 

[natural] resources.” 

ENGAGING YOUTH IN THE OUTDOORS—A HOW-TO CHAPTER MANUAL | 2012 

I-1

movement developed, so did the League’s efforts to educate young people 

and engage them in the outdoors. The League dedicated a large part of 

the 1944 National Convention program to “the educational problem in 

conservation.” The League launched a partnership with other interested 

national organizations — from park executives to educators — to work on 

the issue at a national level and formed a National Committee on Policies 

in Conservation Education for that purpose. League leaders recognized that 

educating students about conservation started with educating teachers and 

that for students, “What is needed is conversation every semester — from 

the time the young student is first able to grasp the meaning of the word 

‘resources.’” 

During the 1960s, the League’s Task Force on Young People worked to 

connect the League with young Americans and further the conservation 

education effort outside the classroom. This was followed with a Leaguesponsored 

Youth Conference in the 1970s to promote young people’s 

involvement in conservation and environmental issues. 

Working with other national and state conservation groups, the League 

successfully persuaded Congress to pass the 1970 Environmental Education 

Act — adding conservation education to public classrooms nationwide. That 

work continues today at the state and local levels as League chapters and 

state divisions work to expand environmental education requirements and 

opportunities for students. 

The League recognizes 

how important youth 

activities are to our 

chapters and is working 

with volunteer leaders 

to further identify and 

offer resources chapters 

need to strengthen 

chapter youth programs. 

The League’s popular grassroots youth program, Uncle Ikes, was launched 

in the 1980s and has been run successfully by many chapters, particularly 

in Midwestern states, to engage youth and families in outdoor activities at 

League chapters. Youth Conventions, held annually in conjunction with the 

League’s National Convention since the 1990s, bring together young people 

from across the country for outdoor education and recreation. It’s often the 

highlight of the year for the youth — and the program leaders. League Youth 

Convention attendees have grown up to become youth mentors and gone on 

to pursue college degrees in environmental fields. 

In the early 2000s, the League modified student memberships to include 

discounted rates for youth ages 17 and under to encourage more youth 

and families to become active in the League. The League encourages every 

chapter to include youth and student memberships as part of the chapter 

dues structure. 

Today, as a member of the national Outdoors Alliance for Kids, the League 

is working to significantly expand the number and quality of opportunities 

for youth and families to connect with the outdoors. The League supports 

the Healthy Kids Outdoors Act — legislation that promotes local, state, 

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and federal strategies to connect youth and families with the natural world, 

improve children’s health, and support future related economic growth and 

conservation efforts. 

The League recognizes how important youth activities are to our chapters 

across the country. The League is working with volunteer leaders to further 

identify and offer resources chapters need to strengthen chapter youth 

programs, such as Young Ikes “fun sheets” (worksheets) and activity books, 

chapter how-to manuals, and discounted materials and products from 

outdoor sporting corporations. 

Many conservation groups have come and gone since the League was 

founded in 1922, but the Izaak Walton League continues to play an 

important role in providing youth and adults with opportunities for positive 

experiences in nature. 

Time spent enjoying the outdoors, especially as a child, can lead to a 

lifetime commitment to conserving an environment that is seen as beautiful, 

essential, and fun. Izaak Walton League leaders are uniquely situated to play 

a crucial role in inspiring the future conservationists needed to safeguard our 

natural heritage for generations to come. 

Environmental Education Across America 

There are many historical aspects to our nation’s conservation and 

environmental education movements, a few of which are noted here. Having 

a better understanding of how these movements evolved will help League 

members plan their efforts to educate future conservationists. 

Conservation Movement 

At the end of the 19th century, America’s natural resources were in trouble. 

Forest, wetland, and wilderness areas were quickly disappearing. Uncontrolled 

industrial discharges, raw sewage, and soil erosion threatened many of the 

nation’s waterways. Iconic wildlife and fish species, once abundant across the 

country, were in danger of extinction. 

As industrialization of the country continued, some Americans recognized 

that the natural resources being squandered might never be regained. And the 

conservation movement was born. 

Government intervention was the first critical step to stemming these losses. 

At the urging of sportsmen and conservationists, President Theodore Roosevelt 

established the first Federal Bird Reservation on Florida’s Pelican Island in 

1903 — the first step in creating a National Wildlife Refuge System that would 

There are many 

historical aspects to our 

nation’s conservation and 

environmental education 

movements, and having 

a better understanding 

of how these movements 

evolved will help League 

members plan their 

efforts to educate future 

conservationists. 

ENGAGING YOUTH IN THE OUTDOORS—A HOW-TO CHAPTER MANUAL | 2012 I-3

eventually safeguard more than 150 million acres of land and waters across the 

country. Shortly after that, the U.S. Forest Service was formed in 1905 to manage 

the country’s forest resources for the future and the National Park Service was set 

up in 1916 to manage the growing number of national parks across the country in 

an effective, coordinated way. 

Nationwide, citizen conservationists and new grassroots organizations supported 

these efforts and took on the cause to protect America’s natural resources. In 1922, 

the Izaak Walton League joined the fight for wise environmental stewardship and 

focused its early efforts on issues ranging from stream pollution and protecting 

sport fish populations to wilderness conservation and refuge lands for waterfowl. 

The 1930s saw the Dust Bowl years, and the nation became increasingly 

concerned with soil and water conservation and the impact of man on the natural 

world. The first Farm Bill was enacted in 1933 to help rural and farm communities 

devastated by drought and the Depression and to help protect the country’s ability 

to feed its people. The League followed its early victory with the Migratory Bird 

Conservation Act by helping to pass federal legislation for a “duck stamp,” the 

proceeds from which would help fund purchase of land for migratory waterfowl 

refuges. 

In 1937, the League-supported Federal Aid in Wildlife Restoration Act (also 

known as the Pittman-Robertson Act for the legislation’s principal sponsors) 

was passed by Congress and signed into law. The law redirected an excise tax on 

firearms and ammunition to support state efforts to improve management and 

restoration of wildlife. 

Early successes 

contributed to a shift 

in public perception 

of the federal 

government’s role in 

protecting the nation’s 

natural resources — 

and the impact the 

American people could 

have in directing such 

protections. 

Following on-the-ground successes funded by Pittman-Robertson, Congress passed 

the similarly funded Federal Aid in Sport Fish Restoration Act (also known as the 

Dingell-Johnson Act) in 1950 to aid state sport fish restoration projects. These two 

federal laws have funded massive wildlife and fisheries habitat restoration efforts by 

state fish and wildlife agencies that continue today and have realized benefits for 

fish and wildlife, sportsmen, and all Americans who enjoy the outdoors. 

These early successes contributed to a shift in public perception of the federal 

government’s role in protecting the nation’s natural resources — and the impact 

the American people could have in directing such protections. The League’s 

decades-long battle for federal pollution legislation contributed to the passage of 

the landmark Clean Water Act in 1972. The League launched similar efforts to 

support passage of the Clean Air Act, including critical amendments to the Clean 

Air Act in 1990. 

As the country moved into the 21st century, key conservation issues included 

energy development, agriculture, and clean water — all of which are focus areas 

for the Izaak Walton League. 

I-4 


Environmental Education Movement 

At the beginning of the 20th century, the emphasis in environmental 

education was on natural history — the study of individual plants and animals 

— and it was usually called “nature education.” Land grant colleges, notably 

Cornell University in Ithaca, New York, began to produce materials for rural 

schools to use in incorporating nature education into their curricula. Since 

the science of ecology was in its infancy, little attention was paid to ecological 

connections among plants and animals or to the functioning of ecosystems as a 

whole. 

Youth organizations including the Boy Scouts of America, Girl Scouts of 

America, and 4-H Clubs taught their members conservation principles and 

provided opportunities to camp in and connect with the natural world. 

Up until the 1960s, conservation leaders had primarily been naturalists and 

sportsmen and women — people with a deep affection for the outdoors. 

But then Rachel Carson’s Silent Spring appeared in 1962 and the decade 

ended with the nation’s first Earth Day in 1970 and the creation of the 

Environmental Protection Agency. Suddenly, people who had expressed 

little interest in the natural world now were drawn to the environmental 

cause because of their concern about water and air pollution, solid waste 

disposal, recycling, and human impact on the climate — first acid rain, 

then ozone depletion and later climate change. Although natural history 

education certainly remained alive and well — especially at summer camps, 

IWLA chapters, and other places where youth could spend time outside 

— environmental education offered by schools and environmental groups 

increasingly reflected these new concerns. 

Today, the environmental education focus is more about sustainable 

development — teaching people how to make positive changes in how they 

live today for the benefit of future generations. This movement concerns itself 

not only with ecology and the natural systems that sustain us but also with 

human rights and social justice. 

Environmental concerns have increased and diversified a great deal since the 

League was founded in 1922 and new and varied environmental constituencies 

have sprung up. However, one thing has not changed: It is still vital that 

we provide young people with the opportunities to have direct, positive 

experiences with nature. Kids can learn a lot in a classroom or watching an 

educational television program, but nothing indoors can duplicate the unique 

sights, sounds, and experiences that nature outdoors provides. 

Today, the 

environmental 

education focus is 

more about sustainable 

development — 

teaching people how to 

make positive changes 

in how they live today 

for the benefit of 

future generations. 


Engage Youth in the Outdoors 

Today’s youth have less contact with the natural world than any previous 

generation. In the past, children just naturally spent a lot of time outdoors, 

creating their own games and projects that kept their minds and bodies 

active. Organization, ideas, energy, and initiative provided by adults were 

not required. Today, due to numerous factors, such free play outdoors has 

become a thing of the past. 

Society’s Distractions 

With the advent of new technology and an increase in urban populations, 

young people these days are most likely to be found in their free time glued 

to a screen of some sort — a television, a computer, an iPhone — where the 

flick of a finger brings fast and furious entertainment. They are less likely to 

be roaming outdoors, inventing their own ways of entertaining themselves 

and interacting with nature. Increasingly, young people’s days are filled with 

activities that are sedentary, solitary, and pre-packaged. Stamina, creativity, 

and initiative are not required. 

Schools frequently provide outdoor play for their students, although even 

this is usually structured and in man-made environments. In decades past, 

many school districts had offered multi-day outings to primitive camps or 

other outdoor facilities. Today, however, with state budget cuts and increased 

emphasis on improving reading and mathematics skills, field trips to explore 

nature are also dwindling. 

Today’s youth have 

less contact with the 

natural world than any 

previous generation. 

This withdrawal from 

the natural world has 

become a cause for 

concern. 

One of the consequences of this new world has been documented by the 

National Academy of Sciences, which found that visits to national parks 

declined 23 percent from 1987 to 2006, recreational fishing declined by 

25 percent from 1981 to 2005, and even hikes on the Appalachian Trail 

declined 18 percent from 2000 to 2005. Similar declines in outdoor activities 

were noted in other developed countries, such as Japan. The Academy traces 

these trends, not surprisingly, to the explosive growth of time that people are 

spending with the Internet, video games, and the other electronic marvels 

that we see around us today. 

Nature Deficit Disorder 

This withdrawal from the natural world has become a cause for concern. 

As recounted in the book Last Child in the Woods by Richard Louv, first 

published in 2005, all this time planted on the sofa is leading to increased 

obesity, diminished social interaction, and stunted development of the 

creative spirit in our young people. It also is likely leading to increasing 

disconnection with the natural world, which may impact how future 

I-6 


generations care about it. Those who care about wildlife and wild places may 

find themselves more and more isolated, and the cause of conservation may 

suffer. 

Ask any dedicated conservationist why he or she cares about conserving 

nature, and you are likely to hear that the seeds of their dedication 

germinated in their youth. They might have gone fishing or hiking with their 

parents, camped with a Scout troop, or simply explored the neighborhood 

woods, creeks, and fields with friends. They might also have explored natural 

areas on school field trips guided by inspiring teachers. League chapters can 

play a critical role in regaining such experiences for today’s youth. 

Age-by-Age Outdoor Education 

Chapter-sponsored youth events can attract children of all ages. The 

activities your chapter chooses to implement may vary according to the ages 

of the participants — or the age group you want to actively recruit. The 

simplest way to develop your chapter’s youth program may be to consider 

activities according to the grade level of potential participants. 

The youngest children, 

ages 2 to 4, are active 

learners, using all their 

senses and quickly 

absorbing information 

about the world around 

them. 

Pre-School 

Even the youngest children, ages 2 to 4, are active learners, using all their 

senses and quickly absorbing information about the world around them. It 

is important for children this age to develop an appreciation for the joyful 

aspects of nature and learn what it means to be an active, connected part 

of the natural world. Early childhood development experts agree that a 

simple, play-based approach works best with this age group, giving the youth 

unstructured time to explore. 

Kindergarten and Elementary School 

With children ages 5 to 11, the most important aspect of outdoor education 

is simply to provide positive, engaging experiences with nature. Facts 

(meaning an exploration of science and other in-depth topics) are not as 

important with this age group as they will be for older children. An emphasis 

on serious environmental issues can actually be too scary for this age group 

and give kids a feeling of helplessness. 

With children ages 5 to 

11, the most important 

aspect of outdoor 

education is simply 

to provide positive, 

engaging experiences 

with nature. 

Consider Rachel Carson’s thoughts from her book, A Sense of Wonder: 

“I sincerely believe that for the child, and for the parent seeking to guide 

him, it is not half so important to know as to feel. If facts are the seeds 

that later produce knowledge and wisdom, then the emotions and the 

impressions of the senses are the fertile soil in which the seeds must grow. 


Middle schoolers 

begin to develop 

the ability to absorb 

more complex 

information and to 

think abstractly. Their 

interest in important 

issues confronting the 

world and how they 

might help solve them 

increases. 

High school students 

are the most capable 

of absorbing complex 

information and 

thinking abstractly. 

With them, it is 

often important to 

tie environmental 

education to their 

immediate interests. 

The years of early childhood are the time to prepare the soil. Once the 

emotions have been aroused — a sense of the beautiful, the excitement 

of the new and the unknown, a feeling of sympathy, pity, admiration, or 

love — then we wish for knowledge about the object of our emotional 

response. Once found, it has lasting meaning. It is more important to 

pave the way for the child to want to know than to put him on a diet of 

facts he is not ready to assimilate.” 

Therefore, the goal is to build a love of the outdoors, which will then lead to 

an interest in conserving it. 

Middle School 

As children enter middle school, around the age of 12, they begin to 

develop the ability to absorb more complex information and to think 

abstractly. Their interest in important issues confronting the world and 

how they might help solve them increases. Compared as a group with 

younger kids, middle school students are less apt to play imaginary games 

outdoors and to be unrestrained naturalists. (This age group tends to be 

self-conscious.) Instead, middle schoolers are increasingly preoccupied 

with their physical and ethical development. They spend time thinking 

about what they believe, what they stand for, and what they care about. 

They become committed to thinking for themselves. 

Middle schoolers, therefore, are ready to hear about environmental issues 

and to consider what they might do to address them. It is essential at 

this time to give the children hope that we can successfully address our 

environmental problems, as daunting as many of them are. Many will just 

want to give up and resist learning about the environmental issues if they 

feel the situation is hopeless. The goal is not only to help children acquire 

essential environmental knowledge but also to empower them so they 

realize they can successfully bring about positive change. It helps a great 

deal if the youth leader can be positive, optimistic, and have a sense of 

humor. 

High School 

High school students are the most capable of absorbing complex information 

and thinking abstractly. It can be a challenge, however, to get them to a 

chapter event because they usually have a lot of extracurricular activities. 

With this age group, it is often important to tie environmental education to 

their immediate interests. To do this, it can be helpful to form partnerships 

with other organizations. Two possibilities are local schools and Scouting 

organizations. 

I-8 


Increasingly, high schools are requiring students to fulfill community 

service requirements prior to graduation. This is a nice idea, but it can be 

challenging to find enough service opportunities for every student. The 

League can help by providing service options, especially for long-term 

projects at chapter facilities or areas supported by the chapter. With Scout 

troops, IWLA members can volunteer to serve as merit badge advisors for 

environment-related badges. By filling needs such as these, IWLA chapters 

can attract increased numbers of high school students who are ready to 

learn about environmental stewardship and to help bring it about in the 

community. 

Enjoying the Outdoors 

No matter what age group your chapter hopes to engage in outdoor 

recreation and education, it should be a positive experience for the youth 

— and for your chapter volunteers. Building a love of nature and an interest 

in working to conserve natural resources all starts with having fun outdoors. 

The activities in the next section of this manual should help you do that. 

No matter what age 

group you hope to 

engage in outdoor 

recreation and 

education, it should be 

a positive experience 

for the youth. 

Building a love of 

nature and an interest 

in working to conserve 

natural resources all 

starts with having fun 

outdoors. 


I-10 


UNIT II: 

YOUTH ACTIVITIES

UNIT II: 

YOUTH ACTIVITIES 

SUMMARY — The activities in this unit are designed to educate, encourage, 

and engage future conservation leaders — youth visiting your chapter 

or engaged in community events. Activities were developed using ageappropriate 

educational techniques and are generally organized by the 

League’s core conservation areas: soil, air, woods, waters, and wildlife. 

We hope these activities will inspire and help your chapter leaders and the 

young people they work with to enjoy America’s outdoors. 

Suggested Youth Activity Lesson Plans 

The primary goal of these activities is to give children positive and fun 

experiences with nature. With children ages 5 to 11, building a love of 

the natural world will encourage curiosity in science and other related 

exploration. For children in middle school and high school, more emphasis is 

placed on learning the environmental content. 

All the activities in this guide are designed to be led by leaders in a League 

chapter that the children are visiting voluntarily. They are not meant to 

make the chapter seem like a school! An effort has been made to include 

activities that require minimal equipment and cost. 

Division of Activities 

The League is committed to defending America’s soil, air, woods, waters, 

and wildlife. So the activities in this manual are organized by those five 

categories, although many activities touch multiple resources. 

NN 

NN 

Soil: Healthy soil is critical to healthy fish and wildlife populations 

as well as healthy crops. It all starts with what’s in the soil. Youth will 

learn about soil quality, types of soil, soil erosion, and creatures that 

live in the soil. 

Air: The air we breathe is also important to the plant world. Youth will 

learn about how some trees use wind currents to seed new trees, how 

some flowers use the wind for pollination, the basics of air pollution, 

and how scent travels. 

The primary goal of 

these activities is to 

give children positive 

and fun experiences 

with nature. All the 

activities in this guide 

are designed to be 

led by leaders in a 

League chapter. 


II-1

NN 

NN 

NN 

Woods: Trees provide invaluable services to people as well as wildlife. 

Youth will learn the parts of a tree and what each part does to keep 

trees healthy and how to identify trees based on their leaves and 

branches — even by touch and smell! 

Waters: Fresh, healthy water is critical to life on the planet. Youth 

will learn the importance of small creatures that live in aquatic 

environments (and how they can indicate water quality), how 

creatures adapt to live in the water, what other animals live near the 

water, and how to detect water pollution. 

Wildlife: Learning about their “wild neighbors” gives children a 

better understanding of how their every day actions can affect animals 

that live nearby. Youth will learn about local wildlife, how to identify 

animals by their tracks, and about predator/prey relationships (in a 

non-scary way!). 

Soil, air, woods, waters, and wildlife are all important parts of our own 

habitats. Youth should be able to bring together lessons learned in these 

activities to explain how the various elements of local ecosystems work 

together. 

Structure of Lesson Plans 

The League is committed 

to defending America’s 

soil, air, woods, waters, 

and wildlife, so the 

activities in this manual 

are organized by these 

five categories. 

Each activity lesson plan is structured with the following common 

components: 

NN 

NN 

NN 

NN 

NN 

NN 

Learning Objectives: Core learning objectives in each lesson are 

easily identified. These objectives guided the selection of suggested 

activities. 

Materials: Exactly what materials you need to successfully complete 

each activity, as well as optional materials. 

Activity Description: Step-by-step instructions on how to run the 

activity, from location to the size of groups and interaction among the 

youth. 

Discussion Questions: Suggested conversation topics to discuss with 

the youth during or after the activity. 

Estimated Time: Time frames for each activity as well as any preactivity 

prep are included. 

Ages: Most lesson plans were developed specifically for youth ages 

5 to 8. Additional suggestions may be included to adapt activities for 

youth ages 9 to 11. 

II-2 


NN 

NN 

Credits (when applicable): Many of these nature games and 

activities have been used for decades, and it is often impossible to 

know who originally developed these time-tested ideas. Whenever 

possible, and where a source could be identified, we provided credit to 

the authors. 

Related Sources (if available): Web sites and books/manuals that 

offer additional information on topics related to each activity. 


A list of additional learning objectives is provided near the end of each of 

the five categories. These may be helpful to chapter youth leaders who want 

to add activities and incorporate lessons of their own to a youth program. 


There may be other activities that could be modified for the ages targeted 

in this guide. Additional potential projects are listed at the end of each 

category that can be adapted to expand chapter youth activities. 

A list of both additional 

learning objectives and 

potential projects and 

activities are provided 

at the end of the five 

categories. 


II-3

II-4 



CATEGORY: SOIL

SUGGESTED YOUTH ACTIVITY LESSON PLAN 

CATEGORY: SOIL 

SEARCH FOR SOIL DWELLERS 

Learning Objectives 

To learn that healthy soils contain a great variety of creatures and that many of these creatures help make 

soil fertile and healthy. 

Materials 

White butcher paper, tweezers (alternate materials: white paper plates and wooden toothpicks), hand lenses 

or magnifying glasses, trowels (small garden shovels), gardening gloves, small glass jars, and buckets. 

Activity Description 

Option #1: Healthy soil provides habitat (food, water, and shelter) for an astonishing array of creatures. 

Scientists estimate that more than half the mass of soil is made up of living things. 

To demonstrate this, have the youth use trowels to dig up soil samples and put them in buckets. On a flat, 

comfortable surface (inside or outside), dump the soil onto white butcher paper and ask the youth to root 

through the soil to search for creatures. They can move the creatures to the side of the paper with tweezers 

or put them in small glass jars to view them from all angles. For a closer look, the kids can use magnifying 

glasses or hand lenses. 

Hint: To ensure you find living creatures in some of your soil samples, dig in “natural” areas such as woods 

or fields rather than areas with car and foot traffic. If you are not having any luck, a garden plot should 

yield plenty of critters. 

Critters the children might find include earthworms, millipedes, centipedes, ants, termites, mites, ground 

beetles, springtails, and spiders. Be sure each child has an opportunity to see every type of creature found 

and ask what they think the animals are doing in the soil (see “Discussion Questions”). When the activity 

is over, have the children return all their critters to the soil. 

Option #2: If you have more time to spend on this project (and more space), take soil samples from a 

variety of sites — wet, dry, with plants and without, under mulch, along stream banks, or in the woods. 

Which soil sample has the most animals in it Do the sites with the “healthiest” soils have the greatest 

number and variety of creatures What makes the soil “healthy” Discuss the answers (see “Discussion 

Questions”). 


1


Discussion Questions 

What do you think these animals are doing in the soil 

Answer(s): Will vary, depending on what animals you find. Possible answers (and associated creatures) 

include 

NN 

Eating decaying leaves and plant roots (earthworms, millipedes, springtails) 

NN 

Eating other creatures (spiders, centipedes, earthworms) 

NN 

Eating dead wood (termites, ground beetles) 

Note: Earthworms will eat small living creatures such as parasitic worms and the decomposing remains of 

other animals 

Looking at the soil samples from different sites, which site has the most animals 

Answer(s): Will vary. However, soils that are least eroded and disturbed and have the most decaying 

organic matter (such as leaves and roots) should have the most abundant and varied animal life. 

Do the sites with the “healthiest” soils have the greatest number and variety 

of creatures 

Answer(s): The “healthiest” soils should have the greatest number and variety of creatures. 

Why do you think this might be 

Answer(s): Healthy soil is full of life, including organic matter (such as decaying leaves and plant roots), 

insects, earthworms, air, water, and nutrients. Healthy soil is not eroding or disturbed (such as 

by excessive cars or construction). 

Decaying leaves, logs, branches, and other plant and animal materials on the ground provide food and 

shelter for animals that live in the soil. Soil derived from decaying organic matter is able to support healthy 

plant life, which in turn helps support healthy animal life. 

The animals themselves are vital to making the soil healthy. How do you think they 

do that 

Answer(s): When tiny soil creatures eat dead and decomposing organic matter, such as leaves and wood, 

they break the material down so that the nutrients (such as nitrogen, phosphorus, and potassium) can be 

drawn up by plant roots and made available to the ecosystem again. 

Animals burrowing and moving through soil make small pores, holes, and tunnels. Oxygen can get into 

these little spaces so tiny animals can breathe. These little spaces also enable the soil to absorb and hold 

rainwater for plants and other living things to use, like a sponge. 

Estimated Time 

30 minutes. 

2 SEARCH FOR SOIL DWELLERS


Ages 

Recommended for ages 5 to 8. 

For ages 9 to 11, no specific changes are needed for this activity. Older youth may be able to spend more 

time identifying animals found in the soil samples and can have a more scientific discussion of soil quality. 

Consider taking samples from eroded or damaged areas to compare with samples of healthier soils. Youth 

should enjoy this activity up through early teenage years. 

Related Sources 

Young Ikes Activity Book — Ages: 5 to 8, by the Izaak Walton League of America, 2011. Page 2 – Soil. 


3


4 SEARCH FOR SOIL DWELLERS



Reducing SOil Erosion 


To understand how crop cover, mulch, and contour plowing help limit soil erosion. 

Materials 

Wood to make two shallow, open boxes; plastic to line the boxes to make them waterproof; thin sheets of 

tin for making spouts for the boxes; dirt and sod or mulch; two garden sprinkler cans (watering cans); and 

two large, wide-mouth glass or clear plastic jars. 


First, construct two open boxes at least 16 inches long, 12 inches wide, and 4 inches deep. Line each box 

with plastic to make them waterproof. Cut a notch in one end of each box 1 to 1 ½ inches from the top 

edge and fit each with a tin spout to direct water into the wide-mouth jars. 

Experiment #1: Fill one box with bare soil. In the other box, put either grassy sod or soil covered with 

mulch. Place the two boxes on a table, with the spouts hanging over the edge of the table, and tilt them 

with sticks, books, or other objects so the non-spout ends are one to two inches off the table. Beneath the 

two spouts, place or have someone hold the wide-mouth jars. 

Fill the sprinkler cans with water and pour the water onto the two boxes at the same time, simulating the 

effect of a rain storm. Observe the water that runs out of the tin spouts and into the jars. Which jar of water 

seems to be clearer Which water seems to have more soil in it (See “Discussion Questions” below.) 

Experiment #2: To demonstrate how contour plowing controls erosion, fill both boxes with soil from 

the same source. Using a pencil, a stick, or your finger, make several grooves in the soil in one box going 

lengthwise, and grooves going across the width of the other box. Fill the sprinkler cans with water and 

pour water on the boxes at the same time. Observe the water that has collected in each jar. Which jar of 

water seems to be clearer Which water seems to have more soil in it Discuss the answers (see “Discussion 

Questions” below). 


(Experiment #1) Which jar of water seems to be clearer Which water seems to have 

more soil in it 

Answer(s): The grass or mulch you used in the second box should have held the soil in place, so the 

water should have washed away more of the bare soil than the soil under the mulch or grass. 

Reducing SOil Erosion 

1


(Experiment #2) Which jar of water seems to be clearer Which water seems to have 

more soil in it 

Answer(s): The water coming from the box with the grooves going perpendicular to the direction of the 

water should be clearer. 

Note: When using sand in place of soil, you will have a similar outcome. When doing this activity with 

sand, it will not matter if the sand is dry or wet. Once water is run through it, the sand gets quite wet but 

you will see the same effects. 

Definitions: 


NN 

Contour Plowing — Farmers use plows to break up the soil before planting new seeds. The 

plow digs rows of little ditches. “Contour plowing” means that the farmer plows these rows 

following the ups and downs and curves of the land rather than in straight lines. These 

curves help slow the flow of rain water, which prevents soil from washing away and allows 

more time for the water to be absorbed into the ground. 

NN 

Cover Crops — These are plants put in the ground specifically to benefit the soil or other 

crops — not to be harvested for food. Cover crops reduce soil erosion from wind and rain 

because the plant roots hold the soil in place and help the soil absorb water. For example, 

a corn farmer may plant rye in the early fall to hold the soil in place until corn is planted 

again in the spring. 

NN 

Mulch — Straw, bark, grass clippings, and other materials are placed around plants or in 

plant beds to prevent soil erosion, hold moisture in the ground, and prevent weeds from 

growing. As some mulches break down, they add nutrients to the soil to help plants grow. 

Once the boxes have been constructed and soil collected, 30 to 45 minutes. 

Ages 


This activity will work equally well for ages 9 to 11, and older youth may be more focused. Both groups 

would enjoy experimenting with different soils, cover crops and mulch, and types of contouring. If you have 

more time, encourage the youth to create their own soil experiments. 

Credits 

Adapted from Soil and Water Conservation Activities for Youth, Program Aid Number 1391, U.S. Department of 

Agriculture, Soil Conservation Service (now the Natural Resources Conservation Service), 1986. 


Cover Crop Fundamentals, AGF-142-99, by Diane Relf, Ohio State University, Department of Horticulture 

and Crop Science, 1999. Available online at http://ohioline.osu.edu/agf-fact/0142.html. 

2 Reducing SOil Erosion



How Soil quality Affects 

Plant Growth 


To understand that plant growth depends on soil quality and learn what makes soil more or less fertile. 

Materials 

Equal size plant pots (with drainage holes) or paper/plastic cups; small gardening trowels (shovels); small 

bags of sand, potting soil, and clay kitty litter; blender (not one you’ll want to use again for food or drinks!); 

bucket or covered plastic container; water; measuring cups; masking tape; permanent marker; and corn, 

beans, or other fast-growing vegetable seeds (plant only one type of seed). 


Before the youth event, grind the clay kitty litter in a blender to make a fine clay powder. Store the clay in 

a covered bucket or plastic container. (If you have clay soil nearby, you can use that instead. Break up large 

clumps until the clay is fairly smooth.) 

Use pots with drainage holes or punch holes in the bottoms of your paper/plastic cups to show how much 

water may run out of different soil types. 

With the youth, use the garden trowels and measuring cups to fill plant pots or cups with the three soil 

types in different combinations, such as 

NN 

NN 

NN 

NN 

NN 

NN 

NN 

All sand 

All clay 

All potting mix 

Half sand, half clay 

Half sand, half potting mix 

Half clay, half potting mix 

One pot of local soil (have the youth look at the local soil and evaluate what they think is in it) 

To control the factors that could affect plant growth, use the same amount of soil in each pot (use 

measuring cups), plant an equal number of seeds in each pot, and water each pot with the same amount 

of water using the measuring cup(s). Water may run out of some pots/cups quickly, so do the watering in a 

tray or on the ground. 

Use masking tape and the permanent marker to label the soil combination in each pot. Ask the youth to 

predict which seeds will grow the best and write down their predictions. 

How Soil quality Affects Plant Growth 

1


Place the pots in a sunny location (indoors if the temperatures outside are extremely cold or hot) and 

continue to water them. After a few weeks (or at your next youth event), compare the plant growth in each 

pot and discuss why plants (hopefully) grew better in certain types of soil. You can transplant the plants 

that grew well or allow the children to take them home in paper cups with some extra soil. 

Option #1: Have each child choose a soil combination and plant their own seeds. Ask why they chose 

a particular soil and what they think will happen to their seeds. Keep a few extra pots to use for soil 

combinations the children did not choose on their own. 

Option #2: If you want to use this activity for a one-day-only event, do the soil combinations and planting 

at least several weeks before the event. Label the bottoms of the pots so the children can’t read the labels. 

Allow the youth to see and touch samples of the three soil types and ask them to predict which soils grew 

the biggest plants — then reveal the answers. 

Results: The results should demonstrate two different features about the soils (depending on which ones 

you used). All but the sand should grow small seedlings — even the clay can hold enough water to make a 

seed grow. However, the clay will not hold enough water to keep a plant growing as the seedlings get bigger. 

The same may be true for the potting mix/sand combination. 


Which soils were the most fertile (meaning the plants grew the best) 

Answer(s): Will depend on soil combinations used. “Fertile” soil is full of nutrients plants need to grow 

and has good drainage (meaning it can hold water for plants to drink but doesn’t hold it for so long that 

plants drown). Sand or clay alone or combined with each other do not offer these benefits — sand would 

let the water flow too quickly and clay won’t let water flow at all, and neither one has nutrients that 

plants need. The potting soil does have nutrients and good drainage, and can still do this combined with 

some quantities of sand and/or clay. 

Why do you suppose this is 

Answer(s): The potting soil contains mostly “organic materials” — the decomposed remains of plants 

and other living things, which have nutrients that plants can use. 

In the ground, soil with organic materials also provides habitat for small animals (earthworms, beetles) 

and microorganisms (smaller animals you can’t see without a microscope, such as bacteria) that stir up 

the soil and contribute their own wastes to the nutrient pool. The sand and clay lack vital nutrients that 

plants need to grow, such as nitrogen. 

What does this suggest about the importance of maintaining healthy, fertile soils 

Answer(s): We need fertile soils to grow enough food to feed people and animals and to grow trees and 

plants to meet our other needs (such as lumber for building homes, plants that reduce soil erosion around 

streams). We also need fertile soils to provide food and habitat for wildlife. 

2 How Soil quality Affects Plant Growth



Initial soil preparation and seed planting: 20 to 30 minutes. Growth time: several weeks (until 

plants appear). 

Ages 


For ages 9 to 11, no specific changes are needed for this activity. With older children, you should be able 

to have a more complex discussion about the soils and how soil contributes to healthy plant growth. You 

could also discuss how to conduct a “controlled” experiment, explaining that using the same amount of 

soil, water, and seeds helps pinpoint soil quality as the factor affecting plant growth. 

How Soil quality Affects Plant Growth 

3


4 How Soil quality Affects Plant Growth



HOW MUCH WATER WILL 

THIS HOLD 


To observe how water drains from different types of soils and the impact soil health has on surrounding 

waters. 

Materials 

Large metal can(s), emptied and rinsed; can opener; pliers; ruler; permanent marker; large measuring cup; 

plastic drink containers with lids (such as soda bottles); a stopwatch (or a wristwatch with a second hand); 

clipboards with paper and pens. 


Soil that has been compacted (packed down) by livestock, tractors, construction vehicles, or other 

human activity does not hold rainwater. When it rains, the water runs off this land instead of percolating 

(dripping) down into the soil, which can cause serious erosion on land and along stream banks and lead to 

extreme fluctuations of stream levels. In addition, pollutants flow directly into streams, damaging not only 

water quality but fish and wildlife habitat. 

In contrast, healthy soils retain water because they are riddled with small pores and cavities, many of which 

are created by plant roots and soil-dwelling creatures such as earthworms. 

Step 1: Find soil samples. To demonstrate how different types of soil absorb water, find at least a few of 

these samples in the area where you plan to hold your youth event: 

NN 

NN 

NN 

NN 

NN 

NN 

Bare, compacted soil (such as a walking path or on a playground) 

Grassy area that doesn’t get a lot of foot traffic 

An area with leaves and other plant material on top of the soil (preferably a wooded area or one with 

shrubs, but you could also use a mulched garden plot) 

Muddy, wet soil 

Flat paved area (such as a concrete sidewalk or paved parking lot) 

Sandy soil (you can buy a bag of sand and dump it on the ground, if needed) 

Step 2: Prepare field materials. To test how quickly soil drains from each of these areas, start with a 

metal can: 

NN 

Check the rim at the top of the can for sharp edges and crimp down any rough pieces with 

the pliers. 

HOW MUCH WATER WILL THIS HOLD 

1


NN 

NN 

NN 

NN 

NN 

NN 

With a ruler, measure two inches from the bottom of the can and draw a line inside the can with a 

permanent marker. 

Fill the can with water to the 2-inch level. This will show the effect of two inches of rain on your 

sample site. 

Pour the water from the can into a measuring cup and make a note of how much water that is. 

Fill plastic soft drink bottles with that amount of water. You will need one bottle of water per can for 

every soil site you test. 

If you are using different size cans, you’ll need to measure the amount of water needed for each can 

size. Write the water amount (such as 8 ounces) on the outside of each can and soft drink bottle to 

be sure you pour the correct amount into each can. 

Cut the bottom off the cans with the can opener. Again, check for sharp edges and crimp them down 

with the pliers. 

Step 3: Experiment. Now you’re ready for the field. At each sample site: 

NN 

NN 

NN 

NN 

NN 

Ask the youth to predict how quickly the water will drain into the soil. 

Assign four youth for each test: One to place the can, one to pour water, one to use the stopwatch, 

and one to record the location and time. 

Place the can on the ground and twist the can back and forth into the soil — ideally about two 

inches down, but less is okay. (On the paved area, someone will need to hold the can in place.) 

Slowly pour the water into the can. Start the timer as soon as you start to pour. 

Keep timing until all the water has disappeared into the soil. If you reach the 5-minute mark and the 

water has not drained, call a halt and move on to the next site. (You can use the time that you’re 

waiting to discuss why the water is not draining well into a specific soil location. See “Discussion 

Questions” below.) On the cement or asphalt, the water will immediately run out. 

Options: If you have a large group of children, divide them into smaller teams. Provide each team with 

the necessary equipment (metal can, water, stopwatch or watch, paper and pen) and let each team conduct 

their own experiments. 

With older children, bring in the science. Conduct two to three experiments at each site and have the 

children calculate the average time per minute and then translate that into the average per hour. Add 

more water to the same site and see if the rate changes. 


Which soil(s) absorbed water more quickly 

Answer(s): Will vary. On bare, compacted soil, the water should remain in the can for a long time. 

Severely compacted soil can seem as hard as an asphalt road or concrete sidewalk. With healthy soil, such 

as the grassy and wooded areas, the water should drain away more quickly but not immediately — that 

means the ground is absorbing the water but it will also hold it for plants to drink. On the sand, the water 

should drain even faster, but that also means the sand will not effectively hold water for plants to use. 

2 HOW MUCH WATER WILL THIS HOLD


Why is it important for soil to be able to absorb water 

Answer(s): When it rains, the rain water picks up pollutants such as pet waste on lawns, excess fertilizer 

from farms, dirt from construction sites, even oil that leaked from a car onto the roadway. Tree and plant 

roots can filter pollutants out of the water — that is, if the ground absorbs the water before it runs into 

local streams or storm sewers. 

In addition to not absorbing water, compact soil such as clay prevents air from moving through and can 

restrict the growth of plant roots, which will restrict plant growth. So for trees and plants to do their jobs, 

it’s important to protect soil quality. 

Note: Did you know the water that runs into our storm sewers does not go to a wastewater management 

plant to be cleaned That water — and any pollution in it — runs right into local waterways, such as 

rivers, lakes, and bays. 

What activities damage soil quality and how can we improve soil quality 

Answer(s): To keep our soils in the best shape, we can just leave them alone — but that would mean 

no food or homes, since farming and construction activities can damage soil quality. That won’t work! 

Instead, we can work to limit the effects of soil-damaging activities. We can do this by keeping an area of 

plants in between farms fields and streams (called a “buffer zone”), so those plants can stop and absorb 

polluted water before it runs into streams. Or we can use soil-catching fences at construction sites to 

prevent dirt from washing into local waterways. At home, we can improve our soil by adding organic 

materials (such as decaying leaves and other plant parts) to it — perhaps compost we’ve made ourselves 

or soil purchased at the local nursery. 


Allow 5 to 10 minutes per soil site for the experiments (although asphalt/concrete will take less than 

1 minute) plus additional discussion time at the end. 

Ages 

Recommended for ages 5 to 8, although your discussion of how soil works will need to be somewhat simple. 

For ages 9 to 11, no specific changes are needed for this activity. However, you can talk in more detail 

about soil structure and encourage the youth to think about ways to improve soil structure and how that 

would improve fish and wildlife habitat. 

Credits 

Adapted from Soil and Water Conservation Activities for Youth, Program Aid Number 1391, U.S. 

Department of Agriculture, Soil Conservation Service (now the Natural Resources Conservation Service), 

1986. 

HOW MUCH WATER WILL THIS HOLD 

3



WOW! The Wonders of Wetlands, The Watercourse and Environmental Concern Inc., 1995. 

4 HOW MUCH WATER WILL THIS HOLD



Making a Nature 

Corner 


To learn how soil affects the health of many living things and to learn more about the ecology of the 

chapter grounds (or the area where you are conducting the activity). 

Materials 

Natural materials gathered from the chapter property; small shovel; buckets; soil and geology reference 

materials; bulletin board; exhibit table; poster board; glue; terrariums; and other craft or project materials 

(depending on the type of exhibit to be created). 


Youth can create a nature corner that teaches visitors about the types and quality of soils on your chapter 

property or an area in the community. The content of the exhibit will depend on available resources and 

the interests, expertise, and artistic and mechanical skills of the kids and youth leader. This activity is a 

natural outgrowth of the other soil-related activities in this manual and could be a good project to finish 

out the year for your youth program. 

Depending on the activity you select, you may need to have the youth work on this throughout the year; 

others can be done in one day. This can also be used as a community outreach activity. You could provide 

a nature corner for the local library or elementary school. 

Some possibilities include: 

NN 

Soil dwellers (insects and other animals) found on the property 

NN 

Soil erosion — different soil management practices that help prevent erosion 

NN 

Soil quality — how different types of soil absorb water (or don’t!) 

Soil Dwellers: Healthy soil provides habitat (food, water, and shelter) for an array of creatures, and many 

of these creatures actually improve the soil quality. For a one-day display, have the youth collect dirt from 

different locations and fill clear glass containers with the dirt samples. The containers should have wide 

openings (think fish bowl) so you can dig in with a small shovel to unearth critters for onlookers. Prepare 

the youth to talk about the insects and other animals in the soil samples and how they help make soil 

healthy. They should also be prepared to discuss why some samples do not have any creatures. Additional 

talking points could include what was growing in the different soils. At the end of the day, return the 

samples to their original locations. 

making a nature corner 

1


For a long-term exhibit, have the youth explore different types of soil and create a display that includes: 

NN 

NN 

NN 

Color photos of the different soil types 

Photos or drawings of small creatures found in each soil (worms, beetles, ants) and explanations of 

how they help improve soil quality 

Photos or drawings of other animals that live underground (such as moles) and explanations of how 

they help improve soil quality 

The children could also include information about predators (birds, skunks) that eat the different critters 

found in soil, and how more of those animals are found in areas with good soil quality. 

Soil Erosion: Soil erosion is bad for soil and water quality. To demonstrate practices that can help keep soil 

where it should be — on the ground — have the youth illustrate different types of soil management: 

NN 

NN 

NN 

Bare dirt versus an area with grass and plants 

Farm practices such as contour plowing and cover crops 

Stream buffer areas — plants placed (or kept) along stream banks that help keep water flow from 

eroding soil 

Soil Quality: The size and makeup of the particles in your soil affect how much water it can absorb and 

hold, which then affects plant life. If soil can’t absorb water quickly, rain can run right off the soil — taking 

some soil with it. If the soil holds water for too long, only certain types of plants can live in it. Have the 

youth illustrate cross sections of different types of soil and plants that can and can’t survive in it. Examples 

could include: 

NN 

NN 

NN 

All clay — very small particles that clump tightly together. It cannot soak up water quickly or hold a 

lot of water, so small plants may start well in it, but as plants grow larger, the clay can’t hold enough 

water for them to survive. 

All sand — larger particles with a lot of space between them. It can soak up water quickly but can’t 

hold onto it. Most plants can’t grow in sand, other than plants that do not require a lot of water (like 

a cactus). 

Potting mix — large and small particles and lots of organic matter. This soil can both absorb and 

hold water and is ideal for planting. 

Include a small glass jar of each soil type with the display. The children could also take photos or draw 

pictures of the different plants (trees, shrubs, flowers, grasses) on the property and prepare a quiz on which 

type of soil each plant thrives in. 

2 making a nature corner



Approximately one to two hours, depending on the project selected. 

Ages 

Recommended for 5 to 8. 

For ages 9 to 11, youth should be able produce more specific and detailed exhibits. Other advanced 

presentation features could include: 

NN 

NN 

Inventory of soil types found on the property 

Rocks found on the property, identifying their type (sandstone, granite, etc.), origin (sedimentary, 

igneous, metamorphic), and age 

Designing and keeping up a high-quality nature corner that rotates throughout the year could also be the 

outcome of a potential conservation service project by this age group. 

Additional related projects to consider include: invasive plant removal, reforestation, and nature trail work 

(and tour). Refer to samples found in Unit IV, “Conservation Programs and Projects” and Unit V, “Outdoor 

Recreation and Activities,” in the IWLA Chapter Manual. 


A Field Guide to Rocks and Minerals (Peterson Field Guide), by Frederick H. Pough and Roger Tory Peterson, 

Houghton Mifflin Harcourt, Fifth Edition, 1998. 


and Crop Science, 1999. Available online at http://ohioline.osu.edu/agf-fact/0142.html. 

Field Book for Describing and Sampling Soils: http://soils.usda.gov/technical/fieldbook 

IWLA Chapter Manual, by the Izaak Walton League of America, 2008. 

Soil and Water Conservation Activities for Youth, Program Aid Number 1391, U.S. Department of 


WOW! The Wonders of Wetlands, The Watercourse and Environmental Concern Inc., 1995. 

Young Ikes Activity Book — Ages: 5 to 8, by the Izaak Walton League of America, 2011. Page 2 – Soil. 

making a nature corner 

3


4 making a nature corner


CATEGORY: soil 


These additional “soil” learning objectives may be helpful to chapter youth leaders who want to add 

activities and prepare lessons of their own. Consider teaching the following: 

NN 

NN 

NN 

NN 

NN 

NN 

NN 

NN 

NN 

NN 

Soil consists of rocks and decomposing plants and animals. 

Soil contains a multitude of living things, including bacteria, fungi, insects, arthropods, earthworms, 

salamanders, and moles. Larger animals — such as gopher tortoises, woodchucks, ground squirrels, 

chipmunks, foxes, and badgers — den in burrows in the soil. 

Bacteria, insects, earthworms, and other small soil creatures help dead leaves and other organic 

materials decompose, thus returning vital nutrients to the soil and maintaining soil fertility. 

Soil fertility is essential for healthy plant growth, including agricultural crops. 

Healthy soil is often porous (has space for water to trickle through) and retains rainwater like a 

sponge. This reduces flooding during rainstorms. It also allows plant roots to filter pollutants out of 

the water before the water enters rivers and streams. 

Plant roots loosen soil to allow oxygen to get into the soil. But these roots also hold the soil in place, 

preventing erosion from water and wind. 

Due to their constant movement through the soil, creatures such as worms and beetles maintain the 

soil’s structure and ability to hold water. 

Soil erosion can occur when plant cover is removed through activities such as agriculture, timber 

cutting, and urban construction. Wind and running water both carry unprotected soil away. 

However, when conducted with conservation in mind, farming, construction, and other activities can 

be done with limited impact on soil conditions and fish and wildlife habitat. 

Soil erosion leads to serious water pollution. Too much soil in the water can smother fish eggs, clog 

fish gills (preventing them from breathing), and block the sunlight underwater plants need to grow 

(which then limits food sources available for wildlife). 

It is essential that we preserve soil fertility and soil water-holding capacity and protect soil from water 

and wind erosion. 

ADDITIONAL SOIL LEARNING OBJECTIVES 

1


2 ADDITIONAL SOIL LEARNING OBJECTIVES



Additional PROJECTS 

and ACTIVITIES 

These additional projects and activities are related to “soil” and may be helpful to chapter youth leaders 

who want the youth to further participate in chapter-hosted projects or activities. 

Consider using these resources found on the Izaak Walton League Young Ikes Web page: 

www.iwla.org/youngikes 

NN 

NN 

Soil Matching Game: The soil under your feet is filled with all sorts of living things. Match each 

animal to the place it belongs. (Found in the Young Ikes Activity Book for ages 5 to 8) 

Soil Crossword Puzzle: Soil is vital for plants and other living things. We need to prevent soil from 

washing into waterways, where it can hurt fish and other animals. (Found in the Young Ikes Activity 

Book for ages 9 to 11) 

Consider these activities found in the IWLA Chapter Manual under Unit IV, Sample 

Conservation Projects: 

NN 

NN 

NN 

Native Grassland Restoration: Restore native prairies or grasslands by improving growing 

conditions and managing the diversity of fauna on the property. Plant native grasses and wild grains 

on reclaimed or abandoned space, allowing the grasslands to revive. 

Roadside Litter Cleanup: Organize and conduct a community highway or roadside litter cleanup by 

mobilizing volunteers, both members and non-members. 

Vermicomposting: Worm farming with compost is the process of recycling food waste by feeding it 

to worms in a self-contained bin. Native worms play an important ecological role and are particularly 

beneficial to agriculture. 

Consider these resources found on the Izaak Walton League Youth Programs Web page 

(subject to change): www.iwla.org/youthprograms 

Ages 9 to 11 (4 th to 6 th Grades) 

NN 

NN 

How To: Vermicompost (Worm Compost): Because a worm will eat its weight in table scraps, 

vermicomposting is a triple win: You recycle waste, produce organic fertilizer for house and garden 

plants, and raise worms you can use for fishing. (Izaak Walton League) 

Soil Is Alive: From mineral content to capturing carbon, this workbook describes all the amazing 

features of soil. (U.S. Department of Agriculture) 

ADDITIONAL SOIL PROJECTS AND ACTIVITIES 

1


NN 

NN 

How To: Build a Model Watershed: This model watershed demonstrates how water picks up 

sediment and pollutants as it flows — and that simple measures can reduce the amount of polluted 

runoff that ends up in your watershed. (Izaak Walton League) 

Root Words: Quizzes and a word search that educate kids about soil. (Smithsonian Institution) 


NN 

How To: Build a 3-Bin Composter: You can easily turn waste into useful compost — and help the 

environment in the process. (Izaak Walton League) 

2 ADDITIONAL SOIL PROJECTS AND ACTIVITIES


CATEGORY: AIR


CATEGORY: AIR 

SEED RACE 


To learn how plants disperse their seeds through the air using wind power. 

Materials 

Magic markers in multiple colors and a variety of wind-dispersed seeds from trees such as maples, ashes, 

and elders. 


This activity is a team-based race. Before the race begins, collect wind-dispersed seeds — technically 

called “samaras” but most kids call them “helicopters.” Collecting seeds is a great activity to do with 

younger children to get them excited about the race. Or you can collect a variety of seeds yourself prior 

to the event and bring them with you. If you can only find one type of seed, that’s okay. 

Note: This is normally a spring- and summer-time activity, based on the availability of seeds in your area. 

Divide the youth into pairs and ask each pair to pick out a variety of seeds from the pile (or several of one 

type of seed). Also have each team choose a different color magic marker and mark their seeds. (If you have 

more teams than colors, ask teams to draw different symbols on their seeds, such as stars or triangles.) From 

a high place such as a tree stump, hill, or embankment, ask each team, in turn, to release their seeds into 

the air. They can throw them, fling them, or find any other way to release them from a standing position. 

(A windy day would make this activity lively!) Enlist the other kids to help track and find the seeds where 

they land. The team whose seed(s) traveled the farthest is the winner. 

Note: This activity works best in an open area because the seeds need to be exposed to the wind and you 

need to be able to track the seeds. 

After the race, ask the youth why plants produce seeds with a helicopter design and why plants produce 

them in such large numbers. (See “Discussion Questions.”) 

Additional Activity: These helicopters might not look like much now, but they can grow into great, big 

trees. As a follow-up activity, you could have youth place a few helicopters in a planter filled with dirt. 

The next time you have a youth event, include time to see how roots sprang forth from the seeds and 

are growing down into the soil. You can follow the progress of these seedlings as long as you like — even 

plant the trees later. 

Variation: If you are unable to locate “helicopter” seeds, you could hold a milkweed or thistle seed 

race, which could be done inside or out. Establish a starting line and finish line. Have each child hold 

SEED RACE 

1


a milkweed seed in his or her hand. When the race starts, each child should blow the seed into the air 

and continue blowing it down to the finish line. (This race can be done individually or in teams of two.) 

To make the event more challenging, make it a relay race! If milkweed or thistles are not available, you 

could try dandelion seeds, but they are much smaller and may be hard to track. 


Why do plants produce seeds with a helicopter design, and why do plants produce them 

in such large numbers 

Answer(s): “Helicopter” seeds are designed so that they can spiral gently downward without damaging 

the seed and carry on wind currents far away from the parent trees. Trees produce large numbers of 

wind-dispersed seeds to maximize the chances that at least a few seeds will land in places suitable for a 

new plant to grow. Because they are so small, each fruit — the pod holding the seed — requires relatively 

little energy to produce, so the plants can make a lot of them. 

Some trees and bushes produce berries to scatter their seeds. How do you think these 

are spread What are some examples that you know of 

Answer(s): Birds eat the berries and fly away. The seeds come out in the birds’ waste and can grow 

where they land. Trees with berries include hollies, cherries, and many evergreens. 

Some trees produce nuts. How do you think these trees scatter their seeds What are 

some examples that you know of 

Answer(s): Some tree nuts fall onto the ground. Others are removed from branches by animals (such 

as squirrels) that eat the nuts or bury them to eat later. Some of the buried nuts are forgotten and can 

eventually sprout a new tree. Examples include oaks, hickories, walnuts, and butternuts. 

Note: Peanuts are not tree nuts — they are “legumes.” 


30 minutes for the contest, more if the kids want to continue. 

Ages 


For ages 9 to 11, no specific changes are needed for this activity, and you can explore more complex 

topics. For example, invasive, non-native plants such as “tree of heaven” also produce wind-dispersed 

seeds — and produce them in vast numbers. You can talk about how invasive plants crowd out native 

plants that provide food and shelter for wildlife and how most wildlife have not adapted to be able to use 

invasives for food or shelter. 

2 SEED RACE



Introduction to Seed Dispersal: www.mbgnet.net/bioplants/seed.html 

Photographs of Dispersed Fruits: www.cas.vanderbilt.edu/bioimages/pages/fruit-seed-dispersal.htm 

Wind-Dispersed Seeds: http://waynesword.palomar.edu/plfeb99.htm 

SEED RACE 

3


4 SEED RACE


CATEGORY: AIR 

Flowers Pollinated by Wind 


To learn how many plants, especially grasses and trees, produce flowers that are pollinated through the 

air by wind. Youth will also learn about pollination by insects, birds, and other animals. 

Materials 

Wind-pollinated flowers in bloom found on trees (such as black walnut or sugar maple), grasses, or grain 

crops (including corn, rice, and wheat); insect- and animal-pollinated flowers for comparison; paper, 

pens, tape/glue, and other materials for a conservation exhibit. 

Note: In most regions, this is a spring-time activity, based on when flowers are producing pollen in your area. 


When people think of flowers, they usually conjure up images of graceful stalks and brightly-colored 

petals; they rarely think of flowers without petals, scent, or a splashy presence. However, grasses and 

many trees also have flowers that look very different from a rose or a tulip. Instead, these flowers are 

usually green and small and have no petals. On trees they come out before the leaves do. That’s because 

these flowers are not pollinated by birds or bees — they are pollinated by the wind. 

Take the youth to find examples of wind-pollinated flowers. The best candidates are grasses and trees in 

the early spring as well as some roadside weeds, including plantain and ragweed (a major source of hay 

fever). As you walk around, see if the kids can recognize wind-pollinated flowers. Next to a tree that is 

blooming, for example, you can stop and say something like, “I can see a whole bunch of wind-pollinated 

flowers from where I’m standing. Can you find them” Once the kids spot them, try to reach a branch 

with flowers and bring it in for closer inspection. Ask the kids what they notice about the flowers’ color, 

scent, and shape and how they are designed for effective wind pollination. Dab the flower with a damp 

tissue to reveal the pollen. Have the youth collect samples of wind-pollinated flowers that they find. 

Note: Young children are likely to mistake wind-dispersed seeds, such as the seeds from dandelions, for 

pollen produced by wind-pollinated flowers. 

If you have different types of flowering trees nearby, ask the youth to tell you which are wind pollinated 

and which are not. Tree flowers with colorful petals — such as apple, cherry, redbud, flowering dogwood, 

and black locust — are not wind pollinated. 

Additional Activity: Have the youth make a simple conservation exhibit using the flowers they 

collected. The exhibit could be in quiz format, asking field questions about each sample, such as “What 

is this and what plant did it come from” They could make a matching game, asking the viewer to match 


1


the flower with the leaf of the plant that produced it. Or they could make a quiz using examples of windpollinated 

and animal-pollinated flowers and ask the viewer to categorize each sample. Have the children 

explain wind pollination in their own words for the display. 


What is a flower 

Answer(s): Ask the youth why plants produce flowers. They may not know that flowers are the 

reproductive parts of plants. 

What is pollination 

Answer(s): Pollen from one part of a flower (the stamen) lands on a different part of another flower 

(the stigma or pistil), ultimately creating a seed. For most plants to produce a seed, the flower on one 

plant needs to mix with pollen from the flower of another plant of the same type — a process called 

pollination. The trick is how to get the pollen from one flower to another. This can happen with the help 

of animals or the wind. 

What is animal pollination 

Answer(s): Most commonly recognized flowers rely on insects and other animals such as hummingbirds 

(even bats, in the tropics) to move pollen among flowers. So flowers need to attract these animals, which 

is why most flowers are colorful and scented. Once on the flowers, the animals pick up pollen on their 

bodies and drop it onto the next flower they visit. These animals visit flowers for food (such as nectar) or 

some other reward, and in the process enable the plants to reproduce. 

To illustrate this, use a piece of paper or a chalkboard to sketch two flowers and a bee or hummingbird 

traveling from one to the other, covered with pollen. (On hummingbirds, the pollen can be on different 

parts of the body, such as the top of their heads.) 

If you are near a garden or wildflowers in bloom, you can take the kids out to look at the flower parts. 

If it is a warm, sunny day, you are likely to see bees and other insects crawling and buzzing around the 

flowers, caught in the act of pollination. Look closely at the bees, and you may see little orange pollen 

sacs attached to their legs, bursting with pollen that they are taking back to their nests. You might even see 

pollen dusting their bodies. 

Caution: Although the risk of being stung is low, ask about allergies to bee stings before you start 

the activity. Keep these children away from areas where bees are active and ensure the children have 

medication with them for an allergic reaction (auto-injectable epinephrine, such as an EpiPen ® ). 

What is wind pollination 

Answer(s): Ask the children what other ways pollen could get from one flower to another other than 

by hitching a ride on an insect or bird. Did anybody answer “wind” Ask them what they think windpollinated 

flowers would look like. Would these flowers have a scent Would they be brightly colored 

How would they be shaped Wind-pollinated flowers have no scent and are not brightly colored because 

2 Flowers Pollinated by Wind


they are not competing to attract a bird or bee flying by. Instead, these flowers are usually green or brown 

and have tiny petals or none at all (petals would keep the pollen from being blown by the wind). They 

often dangle exposed from branches so the wind can catch them easily. 

What are the odds that one wind-blown grain of pollen will land exactly where it is 

supposed to on another flower of the same species. 

Answer(s): The odds, of course, are astronomically low. So wind-pollinated flowers produce huge 

amounts of pollen. Ask the kids if they have ever noticed yellow dust, especially in the spring, covering 

car windshields, porches, sidewalks, and ponds. This is part of wind-blown pollen (and a major cause of 

allergy symptoms!). 


At least 45 minutes, depending on how far you plan to walk during the field time. If you make a 

conservation exhibit, allow another 30 minutes. 

Ages 

Recommended for ages 5 to 8. Pollination concepts may be too complex for some of the younger 

children. Instead, you can simply point out wind-pollinated flowers on a tree and ask, “What do you see 

in this tree that isn’t a leaf or branch” or “What do you think that is” (It’s a flower!) Having shown 

younger children what a wind-pollinated flower is, you can wander the site and make a game: Who can 

spot the most tree flowers 

For ages 9 to 11, no specific changes are needed for this activity, and you can cover more of the technical 

details about pollination. 


Introduction to Wind-Pollinated Trees: http://northernwoodlands.org/articles/article/why_are_some_trees_ 

pollinated_by_wind_and_some_by_insects 

Photographs of Pollinated Flowers: www.cas.vanderbilt.edu/bioimages/pages/pollination.htm 


3


4 Flowers Pollinated by Wind


CATEGORY: AIR 

Catching Air Pollution 


To learn about air pollution by viewing particulate matter (small particles) captured from the air. 

Materials 

White card stock or cardboard, poster board (any color), petroleum jelly (such as Vaseline ® ), scissors, 

ruler, pencil, tape that will adhere to exterior surfaces, permanent marker, and hand lenses (magnifying 

glasses). 


When we talk about air pollution, we mean small particles in the air — made up of solids and liquids 

— that can affect our ability to breathe and cause other health problems. These particles can also be 

harmful to plants and wildlife and to fish when they land in the water. This project is an easy way to 

show kids the particulate matter that floats in the air around them, largely unseen. 

Option #1: Take a sheet of white card stock or cardboard and cut it into two-inch squares. Next, smear 

a thin layer of petroleum jelly (Vaseline) evenly onto each square (there’s no need to glop it on). Place a 

rolled-up piece of tape on the back of each square and stick the squares to different vertical surfaces — 

ideally in places that have different amounts of air pollution. For example, you might put squares next to 

a driveway, along a road, or near a fireplace. Use the permanent marker to write the name of the location 

on the back of each square before you stick it up. 

Wait at least 48 hours or longer, depending upon your schedule and the weather forecast (rain will not 

be helpful), and then retrieve the squares. Bring a sheet of poster board and tape all the square samples 

to the poster board to examine more closely later. (Bring extra tape.) Make a note on the poster board 

about where each square was placed and for how long. 

Once back in the chapter house, ask the children to decide which squares have the most particles 

stuck in the Vaseline. Squares that had been located near automobile traffic, fireplaces, dirt roads and 

driveways, wind-blown patches of bare soil, and other sources of particulate matter should be the dirtiest. 

In early spring, some squares might be yellow with wind-blown pollen. Patches protected from the wind 

should have fewer particles. 

Option #2: If you want to use this activity for a one-day event, cut and smear the squares and place 

them in different outdoor locations at least 48 hours before your event (depending on the weather 

forecast). Keep a list of the specific locations where the squares were placed. During the youth event, 

you could discuss air pollution and ask the youth which locations they think will have more particles. Or 


1


you could create a quiz with the list of locations and ask the youth to rank them in order of where they 

expect to find the most particles. Then head outside to find the answers! 


To answer the following questions, it would be helpful to have hand-lenses handy, which 

the kids can use to inspect the squares. They should especially consider the locations of 

the squares. Tiny airborne particles, however, travel long distances, so it is not always 

clear where they come from. 

What do you think made the particles Do the particles appear to be different from one 

square to another 

Answer(s): Will vary. Possible particle sources include factory emissions, car and truck exhaust, coalfired 

power plants, wood stoves, exposed soil from construction sites or farms, pollen from plants, particles 

of crushed rock from gravel roads. 

Did you think before doing this investigation that this material was in the air and that 

you are breathing it 

Answer(s): Will vary. 

Do you think these particles in the air might affect your health 

Answer(s): When you breathe in particles from the air, they can clog your lungs and affect your ability 

to breathe, leading to shortness of breath and coughing. Very small particles can even get into your blood 

stream. Airborne particles can contribute to asthma attacks, lead to development of chronic bronchitis, 

and be particularly dangerous for small children and elderly people. Larger particles can irritate your eyes 

and nose. 

Particulate matter can also damage the environment. Some particles can make lakes and streams acidic, 

deplete nutrients in soil that plants need to grow, and damage trees and crops. Acid rain is caused in part 

by particle pollution. 

Mercury particles from coal-fired power plants can cause health problems in humans ranging from brain 

disorders to heart attacks and can be particularly dangerous for babies and pregnant women. When these 

particles land in the water, they can cause high mercury levels in fish and any animals that eat those fish 

— including us! 

What do you think you can do to improve air quality 

Answer(s): Will vary depending on what sources of pollution are around you. Some topics you could 

include: 

N N Bus Idling — Does your school allow buses to “idle” (park with the engine on) in front of the 

school The exhaust coming out of those buses could contain a lot of harmful particles. Students 

will breathe in these particles when they come outside at the end of the school day. The particles 

can even get inside the school through open windows and the air intake system. Talk to your 

2 Catching Air Pollution



teacher and principle about an anti-idling policy for your school. Get your friends involved. You 

can find a sample policy on the EPA Web site at http://epa.gov/cleanschoolbus/idling_policy. 

htm. 

NN 

Electricity — Conserve electricity at home. Until cleaner sources of electricity are more widely 

available, cutting back on electricity use will help cut back on power plant emissions of pollution. 

Ways you can help include turning off lights when you leave the room and turning off electronics 

when you’re not using them. (Encourage the kids to add other ideas) 

NN 

Cars — Carpool with friends to events and ride your bike, skateboard, or scooter for short trips 

to decrease car emissions that contribute to particle pollution. 

NN 

Fireplaces — Talk with your family about cutting back on using candles, wood-burning stoves, 

and fireplaces at home. These all can contribute to particle pollution. 

One hour, plus some added time for preparing and putting up the squares (how much time will depend 

on how far apart you place the squares). 

Ages 

Recommended for ages 5 to 8, but take a simple approach to explaining particulate matter in the air. 

For ages 9 to 11, no specific changes are needed for this activity, and the discussion of the particles 

trapped in the Vaseline can be more in-depth. 


Particulate Matter: www.epa.gov/pm 

What Is Particulate Matter www.airinfonow.org/html/ed_ particulate.html 

Young Ikes Activity Book — Ages 5 to 8, by the Izaak Walton League of America, 2011. Page 3 – Air. 

Young Ikes Activity Book — Ages 9 to 11, by the Izaak Walton League of America, 2011. Page 4 – Air. 


3


4 Catching Air Pollution


CATEGORY: AIR 

SMELL WALK 


To increase awareness of scents and odors in the environment by identifying sources of scents and odors 

and whether these indicate healthy or unhealthy air. 

Materials 

Pencils and paper (either pads of paper or paper on a clip board), onion, cutting board, and knife. 


This activity helps kids to become more aware of the sources of odors in the air around them and to 

think about whether the smells they are inhaling are good or bad — for them and for the environment. 

Before embarking on your smell walk, have the children space themselves out in a line, with you toward 

one end. Take an onion, cut it in half, and hold it up. Ask the kids in the line to raise their hands when 

they first smell the onion. Once the kid furthest from you raises her hand, ask the kids what they think 

they are smelling. Answer: Their noses are detecting tiny, invisible, particles of the onion so small that 

they are wafting in the air and going up their noses. Explain to them that this is how they detect odors. 

Now give each child a pencil and paper. Ask them each to draw three columns on their paper. Column 

number 1 will be the name of a scent, column number 2 will list how the odor smells (e.g., good, strong, 

bad, stinky), and column number 3 will say whether the smell is good or bad for human health and the 

environment. Explain that you are going to hunt for odors. 

Begin strolling slowly around, both indoors and outside, until you or (ideally) a child picks up a scent. 

Encourage the kids to get down low, stand up high, and really search for smells. Some odors won’t reveal 

themselves until they are up close to the source, sticking their noses into something. 

Once a child detects a smell, ask the kids to fill out their columns. Then discuss the answers they 

provided and work together to determine the correct answer for column #3 for each smell. Once 

you are finished, tally up the smells and how many of them indicate something good and how many 

suggest pollution. 

SMELL WALK 

1



After the children detect a smell, ask the following: 

What is the source of the smell 

Answer(s): Will vary 

Does the scent smell good or bad to you 

Answer(s): Will vary. 

Does the scent indicate something good for you and the environment, something bad, or 

something neutral 

Answer(s): Generally, if a smell comes from a natural process, such as rotting wood (a good home 

and food source for many animals) or a flower advertising nectar (which sends out smells to attract 

pollinators), it will indicate something that is appropriate for the environment. It may not smell good, 

however, such as a decomposing animal or a recent visit by a skunk! All of these smells reach your nose 

through tiny particles sent into the air, just like the onion. 

If the smell comes from human activity, it might not be healthy for the environment — or people. 

Examples include: 

NN 

Car exhaust, which contains particles that are not healthy to breathe 

NN 

Trash thrown on the ground or in the water, which can damage wildlife habitat and water quality 

NN 

Pet droppings left on the ground, which can wash into waterways when it rains and damage 

water quality and habitat for fish and other aquatic animals 

NN 

Fumes from paint, which is caused by chemicals released into the air in a process called “offgassing” 

(this process can take months or even years, depending on the chemical and the product 

made with the chemical). The same process is involved in that “new car smell.” Such chemicals 

can cause allergy symptoms including congestion, watery eyes, and even skin irritation. 

Note: Not everything that’s bad for the environment or human health has an odor. So smell is not the 

only indicator of potential problems — but it’s a start! 

Does the smell suggest that we should encourage people to change their behavior 

Answer(s): Will vary, but encourage the kids to talk about ways they can help fix some of the pollution 

problems you identified on your Smell Walk, such as: 

NN 

Car exhaust — Carpool, use other modes of transportation (skateboards, bikes, buses) 

NN 

Litter — An anti-litter campaign at school 

NN 

Pet waste — Encourage owners to pick up after their pets through a neighborhood education 

effort 

N N Paint fumes — Paint in well-ventilated areas. Air out carpet or other off-gassing items outside 

before bringing them indoors. 

2 SMELL WALK



About 30 minutes, depending on how long you walk and can keep the kids’ attention. 

Ages 


This activity is better suited for younger ages, but for ages 9 to 11 you could extend the activity and 

develop plans for addressing possible sources of pollution. 


Air Pollution Basic Facts: http://www.epa.gov/air/basic.html 

Interesting Air Pollution Facts: www.evsroll.com/Interesting_air_pollution_facts.html 

SMELL WALK 

3


4 SMELL WALK


CATEGORY: AIR 

WHAT IS AIR 


To learn that while air cannot be seen, it can be felt and observed through its actions. Children will use 

their senses to learn about the nature of air. They will also learn about the role wind plays in carrying air 

pollution. 

Materials 

Large glass bowl; bottle of vinegar; funnel; 24-inch piece of lightweight ribbon; paper (8 ½ inches x 

11 inches); colored pencils; a flip chart with markers or a large dry-wipe board with dry-erase markers. 


To start, ask the children these questions: What is air Can they see air If they can’t see it, ask them: 

How do they know that it’s there Talk about their other senses: Can they feel air Smell it Taste it 

Hear it Then ask the group: Why is air important 

Even the youngest children should know that we breathe in air, and many will know that we breathe it 

into our lungs. What they may not know is why. Our lungs bring air into our bodies and pull oxygen out 

of that air to help power our bodies. (The air we breathe is made up of about 20 percent oxygen.) 

When we exhale, our lungs push out air that carries a gas called carbon dioxide out of our bodies. All 

animals on land breathe in air for oxygen and breathe out carbon dioxide. Plants, on the other hand, 

“breathe” in air so they can use carbon dioxide for energy and “breathe” out oxygen that people and 

animals need. Air is important to all living things on land — plants, animals, and people. 

Unfortunately, a lot of communities have problems with air pollution — harmful particles and gasses in 

the air — that can hurt people as well as animals and plants. Air pollution can: 

NN 

NN 

NN 

Irritate our eyes, noses, and throats; cause lung infections such as bronchitis and pneumonia; make 

asthma symptoms worse; and even cause more serious health problems (cancer, heart disease, brain 

damage). 

Hurt plants by destroying their leaves. Pollutants can also be absorbed by plants and then hurt the 

people and animals that eat the plants. 

Travel many miles through the air, carried by wind from factories, cars, power plants, and other 

sources. 

Note: How much of this you tell your group will depend on their ages. 

What is air 

1


Step 1: Test indoor air. Assemble the children in one room. Write each child’s name on the flip chart or 

dry-erase board. Have the children stand in different places around the room. Ask them to close their eyes 

and hold their noses closed until you tell them you are ready. Find a suitable hiding place for the glass bowl 

and fill it with a bottle of vinegar (white vinegar works well and is inexpensive). Tell the children to unplug 

their noses and raise their hands when they smell an odor. Put numbers next to their names based on the 

order in which they raise their hands. 

Once all (or most of) the children smell the odor, tell them to open their eyes but stay standing where 

they are. Show them the location of the hidden smell and, starting with the person who raised his or her 

hand first, walk from person to person in the order in which they smelled the vinegar. The order should 

be according to their distance from the vinegar. Then ask if they can explain why the people closest to 

the vinegar smelled it first and the people farthest away smelled it last (see “Discussion Questions” below). 

Before you move on to the next activity, use the funnel to pour the vinegar back into the bottle and rinse 

out the bowl. 

Step 2: Test outdoor air. Take the children outdoors on a slightly breezy day. Hold the piece of ribbon 

high above your head. Hopefully the children will be able to observe the ribbon blowing in the wind. Have 

them describe what is happening to the ribbon. Ask them: What is causing the ribbon to move (Wind) 

What is wind (Moving air) Is air always moving even if you cannot feel it (Yes) 

Next, have the children wave their bare hands very quickly up and down (like birds flapping their wings). 

What do they feel on their hands (Resistance as their hands move through air) Ask them to look around 

to see if they can detect the movement of air by examining objects around them — tree leaves and 

branches, blades of grass, flower stalks, a squirrel’s bushy tail, or a friend’s hair. 

Repeat the vinegar activity outside. Bring your flip chart or dry-wipe board outside. Have the children 

stand in random order, close their eyes, and hold their noses. Bring the bowl and bottle of vinegar outside, 

place the bowl in the middle of the area in which the children are standing, and pour in the vinegar. Have 

another adult stand near the bowl and hold up the ribbon to gauge the direction of the wind and keep 

track of whether it changes during the experiment. Ask the children to unplug their noses and raise their 

hands an soon as they smell the vinegar (keeping their eyes closed). Put numbers next to their names based 

on the order in which they raised their hands. Once all or most of the children have smelled the odor, 

tell them to open their eyes and show them the location of the bowl. Walk from person to person in the 

order in which they smelled the vinegar. The order will depend on the direction(s) of the wind during the 

experiment. Then ask if they can explain why some people smelled it first and why others smelled it last 

or not at all (see “Discussion Questions” below). Ask the adult volunteer with the string to tell the youth 

which direction(s) the wind was blowing during the experiment and see if that helps the youth determine 

how the smell moved among them. 


Did the children standing closest to the vinegar smell it first Did the children standing 

farthest away smell it last 

Answer(s): Will vary, depending on the shape of and airflow in the room for the indoor experiment and 

the wind direction(s) outside for the outdoor experiment. Indoors, the children standing closest the vinegar 

2 What is Air


should have smelled it first and those farthest away smelled it last. However, when outside, some of the 

children standing close might smell it first but others nearby might not because of the direction of the 

wind. The direction and speed of the wind affects the movement of odors and other pollutants. 

Why was the vinegar odor able to travel around indoors and outside 

Answer(s): The air and wind carried it. Even indoors, air is moving – it’s just not usually fast enough 

that we can feel it without a fan moving it. That’s because the walls limit how the air can move. Outside, 

air has much more freedom to move and is affected by weather conditions. Wind is created when warm 

air rises and cold air jumps in to take its place. 

How can wind affect air pollution 

Answer(s): Wind can move pollution from one location to another. A strong wind can carry air 

pollution for hundreds of miles, across rivers and state borders. So it’s important to identify the source(s) 

of air pollution to help prevent people, animals, and plants from getting sick. 


About 60 minutes depending on your indoor and outdoor locations and how much discussion time you 

have with the children. 

Ages 


For ages 9 to 11, you can spend more time on the concept of air pollution and sources of pollution as well 

as what we can do to clean up our air. 

Credits 

Adapted from “Pardon Me, But What’s Air” activity from A Teacher’s Guide to Air Quality Awareness 

Week, by the Clean Air Campaign and the Georgia Department of Education, 2012. 



What Is Particulate Matter www.airinfonow.org/html/ed_ particulate.html 

Young Ikes Activity Book — Ages 5 to 8, by the Izaak Walton League of America, 2011. 

Page 3 – Air. 


Page 4 – Air. 

What is Air 

3


4 what is air


CATEGORY: air 


These additional “air” learning objectives may be helpful to chapter youth leaders who want to add 


NN 

NN 

NN 

Human activities send many toxic pollutants into the air — such as ground-level ozone, lead, and 

mercury — that endanger human health. The impact on our health of long-term exposure to most 

of these pollutants remains unknown. 

Through photosynthesis, plants absorb carbon dioxide from the air and combine it with water to 

form glucose molecules that capture sunlight and turn it into food energy. The vast majority of 

animals on Earth, including humans, depend on this process for our food. 

Carbon dioxide and methane gas produced by burning fossil fuels and other human activities is 

contributing to a changing climate that is affecting the natural world as well as our water and other 

natural resources. 

ADDITIONAL AIR LEARNING OBJECTIVES 

1


2 ADDITIONAL AIR LEARNING OBJECTIVES


CATEGORY: air 


and ACtivities 

These additional projects and activities are related to “air” and may be helpful to chapter youth leaders 

who want the youth to further participate in chapter-hosted projects or activities. 



NN 

NN 

Clean Air Maze: Clean air is healthy for people, trees, and wildlife. Find your way past the 

pollutants. (Found in the Young Ikes Activity Book for ages 5 to 8) 

Energy Quiz and Word Scramble: Different energy sources can affect the air you breathe. Learn 

what they are and find out more about each energy source’s good and bad points. (Found in the 

Young Ikes Activity Book for ages 9 to 11) 



Ages 5 to 8 (Kindergarten to 3 rd Grade) 

NN 

Bicycle Rodeo: Going “green” includes encouraging families to drive less often. A bicycle safety 

event is a great way to get the community involved at your chapter and spread the word about your 

chapter’s other “green” initiatives. (Cascade Bicycle Club Education Foundation) 


NN 

NN 

Make a Solar Oven: Instructions on making a solar oven from scratch. (U.S. Department of 

Energy) 

Build a Basic PVC Wind Turbine: This wind turbine model is designed to be used as an 

educational tool. (Kidwind Project) 

ADDITIONAL air PROJECTS AND ACTIVITIES 

1


2 ADDITIONAL air PROJECTS AND ACTIVITIES


CATEGORY: WOODS


CATEGORY: woods 

TO MAKE A TREE 


To learn the parts of a tree and what each part does to help keep trees alive. 

Materials 

None. 


In this lively activity, children will act out the parts of a tree to learn tree biology. Ideally, you should 

have a group of 12 or more children for this activity. You can make adjustments based on the size of your 

group and also encourage adult mentors to join in. 

After assigning each role and describing what that part of the tree does, have the group practice its role. 

Include parts such as heartwood, taproot, lateral roots, sapwood, cambium and phloem, and bark. 

Step 1: Select one to three people (depending on group size) to be the tree’s heartwood, and ask them 

to stand with their backs together. 

NN 

NN 

Heartwood provides the strength to hold the tree’s trunk and branches up so that the leaves can 

gather sunlight. (Think of it as a column holding up the front porch.) The heartwood is now dead, 

but it once was alive and carried water up and food down through many needle-sized tubes within 

the wood. Now, these little tubes are filled with resin and pitch (sap). 

Heartwood Role: Tell the players to “stand strong and tall” and have them keep straight backs. If 

they would like to add a sound, you can have them make a low, strong hum. 

Step 2: Ask for one (or more with a large group) child to volunteer to be the taproot. Ask the child to 

sit against the heartwood, facing outward with his or her palms against the ground. Invite the child to 

imagine sending a long root deep into the ground, about 15 to 30 feet. 

NN 

NN 

The taproot allows the tree to drink water from deep in the ground and also helps the tree stay 

stable during wind storms. Not all trees have a taproot, but many do. 

Taproot Role: When you say, “Drink up,” the taproot should make a low slurping sound. 

Step 3: Ask for two to three (or more) volunteers to be the lateral roots. (People with long hair are 

helpful here!) Ask the lateral roots to lie on the ground with their feet toward the heartwood, arms 

reaching above their heads, and to spread their hair out around their heads. 

NN 

Thousands of lateral roots grow outward from a tree in all directions. Lateral roots help hold the 

tree up, but they have another important job: At the tip of each lateral root are tiny root hairs that 


1


NN 

detect water and grow toward it to suck it up. The tough cells at the tips of the root hairs allow 

them to grow through the ground. 

Lateral Root Role: When you say, “Drink up,” the lateral roots should make a big, loud 

slurping noise. 

Step 4: Ask for a small group (three to five) to play the sapwood. Ask these people to form a circle 

around the heartwood, facing inward, and holding hands. 

NN 

NN 

Sapwood (also known as the xylem) draws water up from the roots and carries it to the highest 

parts of the tree. The sapwood can pump hundreds of gallons of water a day (depending on the size 

of the tree). 

Sapwood Role: When you say, “Bring the water up!”, the sapwood should kneel down (still holding 

hands — a fun balance challenge!) and then rise up, making a “Wheeee!” sound that starts low 

and gets higher as they stand up. 

Step 5: Choose a group of volunteers to be the cambium and phloem (pronounced “FLOW-em”) 

layers. This group should stand around the sapwood, also facing inward and holding hands. 

NN 

NN 

NN 

The cambium layer is where the tree grows, and it adds a new layer to the sapwood and phloem 

each year. This is how tree rings are created! 

The phloem layer is where the food (sap) produced by the leaves is moved throughout the tree. 

The phloem is also called the “inner bark” because it is the layer just underneath the tree’s bark 

and may eventually turn into bark. 

Cambium/Phloem Role: Ask the youth to raise their arms up and out, intersecting them with their 

neighbors (like branches of a tree). When you say, “Leaves, make food,” the cambium/phloem 

participants flutter their hands like leaves gathering sunlight. Then direct them to “Move food!” 

Now, they make a descending “whooshing” sound as they kneel down and lower their arms to the 

ground, moving the sap down from the leaves to the rest of the tree. 

With two groups moving up and down for their roles, it will be helpful to space out the “layers” so the 

children have room to move. 

Step 6: Have the remaining people circle the tree, facing outward. They will play the bark of the tree. 

NN 

NN 

Ask the bark from what dangers they protect the tree. (Examples include fire, insects, extreme 

temperatures, people who carve into bark) 

Bark Role: Explain that they should take the stance of a football player ready to block intruders 

(knees bent, hands on thighs — this is not a traditional football stance but one that will keep them 

from falling over!). Tell them to “be tough!” Then turn your back and lift two pencils or twigs to 

your head like the antennae of an insect borer. Make a menacing sound and grimace your face. 

Try to break through the bark participants to get to the inside of the tree, allowing them to keep 

you out. 

2 TO MAKE A TREE


Step 7: Finally, go through all of the commands, one at a time: 

“Heartwood, stand strong and tall!” 

“Roots, drink up!” 

“Sapwood, bring the water up!” 

“Leaves, make food!” 

“Phloem, move food!” 

“Bark, be tough!” 

Repeat this several times, eventually not providing the names of the tree parts. Once done, celebrate 

with a round of applause! If the group wants to continue to play “tree,” have them switch roles and try 

different parts of the tree or, if you have a large enough group, some of the children can play the roles of 

insects and other animals trying to attack the tree (a sort of Red Rover game). 


What is the function of these parts of a tree 

Heartwood 

Answer(s): The heartwood provides strength so the tree can support its trunk and branches. 

Taproot 

Answer(s): The taproot allows trees to get water from deep in the ground and also helps trees stay stable 

during wind storms. Note: Not all trees have a taproot, but many do. 

Lateral roots 

Answer(s): Lateral roots also help support the tree. Importantly, they grow laterally to the sides to get 

water. They have tiny root hairs that detect water, grow toward it, and then suck it up. 

Sapwood 

Answer(s): Sapwood (also known as the xylem) draws water up from the roots and carries it to the 

highest parts of the tree. The sapwood can pump hundreds of gallons of water a day. 

Cambium and Phloem 

Answer(s): The food produced by the leaves is moved throughout the tree in the phloem. The cambium 

layer is where the tree grows, and it adds a new layer to the sapwood and phloem each year. This is how 

tree rings are created! 

Bark 

Answer(s): The bark helps defend the tree from injury, disease, and some pests. It also slows the loss of 

water from trees and helps protect trees from temperature extremes. 


3



20 to 30 minutes. 

Ages 


For ages 9 to 11, no specific changes are needed for this activity. Youth in this age group might like to 

study the cross section of a cut tree (if you have access to a stump or log) and try to identify the various 

layers and count the rings to see approximately how old the tree was when it died. Wider growth rings 

often indicate favorable growing conditions, and a short distance between rings can indicate stress from 

drought, flood, or other unfavorable conditions. 

You can use Trees (A Golden Guide) as an introductory text. The Sibley Guide to Trees is a comprehensive 

reference book to trees better suited for this age group. 

Credits 

Adapted from “Build A Tree” from Sharing the Joy of Nature by Joseph Bharat Cornell, Dawn 

Publications, 1989. 


The Anatomy of a Tree: www.arborday.org/treeGuide/anatomy.cfm 

Parts Of A Tree: www.ncforestry.org/webpages/classroom%20activities/trees/partsoftree/index.htm 

The Sibley Guide to Trees, by David Allen Sibley, Alfred A. Knopf, Inc., 2009. 

Trees (A Golden Guide), by Alexander Martin and Herbert Zim, St. Martin’s Press, 2001. 

4 TO MAKE A TREE



LEAF MATCHING 


To help kids learn to observe nature closely and introduce them to the idea that you can distinguish 

different kinds of trees by their leaves. 

Materials 

Leaves from four different kinds of trees (total number of leaves should be at least the number of 

children participating in the activity), note cards or scrap paper, pens or markers, poster board, glue. 


Before the activity, collect leaves — alive or dead — from a range of tree species. Depending on the 

amount of time you have and which activities you plan to tackle, you could have the youth help you 

collect leaves or put together a collection in the days prior to the event. Different types of leaves you 

might collect include: 

NN 

NN 

NN 

NN 

Single leaf on a stem 

Multiple leaves on a stem 

Fan-shaped leaf on a stem 

Different number of projections on the leaves (like the fingers on a hand) 

With single and multiple leaves on a stem, trees are further identified by whether the leaves appear 

exactly opposite from each other or alternate across the stem (for multiples) or the tree branch (for 

singles). If you find a branch with leaves still attached, the position of the leaves will offer additional 

clues to the tree species. 

Although pine needles will not work for the activities described here, they still offer a great discussion 

point about what trees have these leaves and why. This is also a great opportunity to identify poison ivy 

and poison oak (if you have them in your area) and explain how to identify and avoid them! 

Once the leaf collection is assembled, you can use the leaves for several different activities: 

NN 

NN 

Leaf groups. Take equal numbers of leaves of four different kinds of trees and distribute them 

evenly among the kids, one leaf for each person. Have the kids then find the others with the same 

kinds of leaves. This will form small groups. 

Describe your leaf. Each group can then write a brief description of the team leaf on a note 

card, listing as many details as possible. The leaves can then be put in a pile. Each team gets the 

card written by another team and tries to identify the leaf described on the card. (If you have only 

LEAF MATCHING 

1


NN 

NN 

a few youth at your event, you can do this project without breaking into teams. Have each person 

describe his or her own leaf on a note card. Then mix up the note cards, hand them out, and let 

the guessing begin.) 

Where’s my leaf Ask each child to make an identifying mark on the bottom of his or her own 

leaf. Then ask the kids to return their leaves to a pile, making sure the marks are not showing. 

You can also combine these leaves with others to make this game a little more challenging. After 

stirring the leaves up a bit, ask each child to find his or her particular leaf (without looking for the 

mark). While the leaves are picked or after every child has found his or her own leaf, ask them to 

describe to the rest of the group how they knew which leaf was theirs. 

Leaf chain. If you do this activity during autumn, have the youth make a chain of leaves based on 

color gradation (e.g., starting from dark red and working their way to orange, yellow, light green, 

and dark green). These can be glued to white poster board. Discuss why leaves change color in 

autumn and fall off trees. 


How does each leaf differ when compared with the others 

Answer(s): Will vary depending on availability and variety of trees and leaves on a given forested site. 

Encourage the youth to look at shapes, colors, the number of leaves on a stem, and whether the two sides 

of each leaf are symmetrical. 

Did all of the leaves from the same tree look identical, or are there ways that they 

varied 

Answer(s): Will vary depending on availability and variety of trees and leaves on a given 

forested site. 

If you folded the leaves in half, did the halves of any look identical Which ones Were 

there any that were not identical when folded in half (These are known as asymmetrical 

leaves.) 

Answer(s): Will vary depending on availability and variety of trees and leaves on a given forested site. 

Note: Asymmetry in leaves can be exaggerated in diseased trees, such as elm trees with Dutch 

elm disease. 

Why do leaves change color in the autumn and fall off trees 

Answer(s): In the winter, there is not enough light or water for photosynthesis — the process trees use 

to make food from sunlight. A chemical called chlorophyll is an important part of photosynthesis. This 

chemical also makes the leaves green. When nights grow longer and cooler, the trees slow down the foodmaking 

process (in the winter they live off stored food). When photosynthesis stops, so does production 

of chlorophyll – and leaf colors are revealed. Other chemicals in the leaves are what produce the brilliant 

yellows, oranges, and reds we love to see in the fall. 

2 LEAF MATCHING


According to the U.S. Forest Service, certain colors are characteristic of particular tree species. For 

example, oaks turn red or brown and hickories turn golden bronze. The fall color of a maple tree depends 

on the species — red maples turn red (as the name suggests). But black maples turn yellow. Leaves on 

other species like elms simply turn brown and fall off the tree. 

“Evergreens” are trees that never lose their leaves — usually needles rather than traditional flat leaves. 



Ages 


For ages 9 to 11, no specific changes are needed for this activity. You could also show the youth how to 

use a tree field guide to identify trees to group or possibly to species. Start with distinctive trees or groups 

of trees such as maples, oaks, and ash. For example, it’s not so important that it’s a green ash or black 

ash, but that they can at least identify to the group. 

Many tree guides are difficult for kids to use, so it will be very helpful to find a guide to trees local to 

your area. Otherwise, Trees (A Golden Guide) is good for young children. The Arbor Day Foundation’s 

online identification guide, “What Tree Is That”, is very useful if you have access to computers and 

the Internet. 

Credits 

Adapted from “Matching Leaves” from Nature with Children of All Ages by Edith Sisson, Massachusetts 

Audubon Society, 1982. 


What Tree Is That www.arborday.org/trees/whatTree 

Why Leaves Change Colors: www.na.fs.fed.us/fhp/pubs/leaves/leaves.shtm 


Trees — Fandex Family Field Guide, by Steven Aronson, Workman Publishing, 2010. 


LEAF MATCHING 

3


4 LEAF MATCHING



TREE ID RELAY 


To identify the differences in leaves from various tree species. 

Materials 

Small branches from various species of trees (the number of branches and species needed will depend on 

the number of participants). 

Note: Seek trees in remote forested sites and avoid cutting landscape trees. 


This simple running game allows kids to practice observation and identification of trees in an energetic 

and playful relay and is best done with at least 6 people. 

Tree Study: Divide your participants into small groups of 2 to 4 players, each group sitting together in a 

circle. Give the first group several branches from one tree species, give the second group several branches 

from a second species of tree, and so on. Ask the groups to carefully observe the traits of “their” tree. Do 

the leaves have teeth along the edges Lobes (sections of the leaf that jut out like fingers on a hand) 

Are the lobes rounded or pointed What is the general size of the leaves and their shape Are the leaves 

opposite from each other or do they alternate across the branch Are there buds on the branches (See 

“Discussion Questions.”) 

Relay Race: While the teams are studying their branches, mark a starting line using sticks, rope, or any 

other object you have at hand. Line the kids up in their groups behind the line. Then, walk a distance 

away (say 20 yards) and spread all the sample branches around in a random order. You will need to have 

at least as many samples of each species as there are kids on a team; a few more is better. 

Explain that this will be a relay race. When you give the signal, the first team member in the line should 

run to the line of branches, pick up a branch from their team’s tree, race back, and tag the next player. 

Mentors will need to be standing with each team to ensure the correct branch is selected by each team 

member. The first team done with the correct branches wins! 

You can play the game more than once, giving each team a different species each time. 

Bonus: To make the game more challenging, put out branches of trees that were not assigned to any of 

the groups and that have similarities to species studied by the groups. For example, a group assigned a 

red oak will have to look carefully to distinguish it from white oak! Ideally you would have to double the 

number of species. 

TREE ID RELAY 

1


Race Option #2: Divide the children into teams of four and have the teams face each other about 

30 feet apart. (You will need to mark lines for each team.) Kids on both teams count off and receive a 

number (1 – 2 – 3 – 4). The samples of branches are placed between the two groups. The game begins 

when you call out the name of a tree branch and a number. (For example, “The next plant is a sugar 

maple and the number is four!”) The person who is number 4 on each team races to the center and 

selects a sugar maple branch. The first one back to their line with the correct answer gains two points for 

their team; wrong answers result in a deduction of two points. 

Note: Unless the kids have learned tree identification through other activities, this version of the game 

requires all players to become familiar with all of the trees before the game begins. 


Do the leaves have teeth along the edges 

Do the leaves have lobes along the edges Are the lobes rounded or pointed 

What is the general size of the leaves and their shape 

Do the leaves connect to the twig evenly or unevenly 

Are there buds on the branches 

Answer(s): Will vary depending on availability and variety trees and leaves on a given forested site. 



Ages 

Not recommended for ages 5 to 8 because of the depth of the questions asked. 


Note: If you are working with a mixed-aged group, the younger players can be divided among teams of 

older players. Allow the team members to collaborate on branch selection. 

Credits 

Part of this activity adapted from Sharing Nature with Children, by Joseph Bharat Cornell, Ananda 


2 TREE ID RELAY







TREE ID RELAY 

3


4 TREE ID RELAY



FIND YOUR TREE 


To practice careful observation skills while getting to know an individual tree and further use senses 

other than sight to identify different types of trees. This activity also helps build a deeper relationship 

with nature. 

Materials 

Blindfolds (any squares of dark cloth should do); possibly journals and pencils. 


This is a relatively quiet activity that requires concentration and focus. The activity is designed to be 

done with groups of two people, but you can make adjustments based on the number of youth in your 

group (such as using groups of three instead). 

Step 1: Location. Scout out an outdoor location that has samples of at least several different species 

of trees. Try to find an area that is relatively flat and free of rocks and logs. Check especially for animal 

holes or other things on the ground that could cause injury to blindfolded participants. 

Step 2: Demonstration. Select a volunteer to help you demonstrate the activity. Explain that you will 

be dividing the group into pairs, and each pair will have one blindfold. As you place the blindfold on 

your volunteer, remind the group to adjust blindfolds comfortably so that they are not too tight or too 

loose. 

Explain that you will slowly walk your partner to a nearby tree that he or she will get to know carefully 

while blindfolded. Their challenge is to get to know the tree so well that you can find the tree without 

the blindfold on! 

Caution: People wearing blindfolds should keep their eyes closed so they cannot see anything out the 

bottom or edges of the blindfold and their eyes do not get irritated. 

Gently and slowly spin your partner so that he or she is not completely disoriented. Select a tree and 

walk your volunteer to it (20 to 30 yards is doable, but you should adjust the distance based on the age 

of the group). To truly test their observation skills, it is best not to take a direct route to the tree. Once 

at the tree, show your group how to gently put your partner’s hands on the tree so they can feel it and 

direct their hands to any branches that they might bump into. The blindfolded partner carefully touches 

and smells the tree. Once confident in their ability to identify it, the blindfolded partner informs the 

seeing partner, who slowly and gently winds them around the game area to a point where the blindfold is 

removed. Now, the newly seeing partner tries to find the tree. 


1


Step 3: Game On. Define the boundaries of the game area, divide the children into pairs (or other 

groupings), and pass out blindfolds. After the first round, partners switch roles. Decide ahead of time 

how many turns you want each player to take. The activity can continue for as long as there are different 

types of trees to examine. After the teams are finished, bring them together to discuss what they found. 

Note: Some children may be uncomfortable being blindfolded, especially young children. Explain that if 

they do not want to wear a blindfold, they can simply do the activity with their eyes squeezed shut (no 

peeking!). The younger the group, the shorter the walking distance should be between the starting point 

and the tree. 


How did you identify your tree 

Answer(s): Will vary depending on availability and variety of trees on a given forested site. Ask the 

children to talk about the size of the tree or its branches and leaves, the texture of the bark, the texture of 

the leaves, and even what they smelled and heard around the tree that helped them identify “their” tree. 

The differences they found in leaves, bark, and branches are also what make different trees useful to 

different species of wildlife — both when trees are alive and when they are dead. 

Trees provide food and shelter for a variety of wildlife, including insects, birds, lizards, and mammals. 

When planting new trees, it’s important to use native trees (a tree naturally found in North America 

rather than one imported from overseas) because wildlife here cannot use most non-native trees for food 

or shelter. Some non-native plants are invasive, meaning they will kill native plants and take over the 

landscape, which is a problem if wildlife cannot use these plants for food or shelter. 



Ages 

Recommended for ages 5 to 8, although the activity is likely to be more successful for youth at the upper 

end of this age group. 

Youth ages 9 to 11 will also enjoy this activity. As a spin-off activity, you can introduce these children 

to the idea of nature journals. Claire Walker Leslie has several helpful books that will further guide you 

on this related activity (see “Related Sources”). Students could record their observations about each 

tree they explored with their senses, draw pictures of their trees, and make note of its special features or 

things they found particularly interesting about each tree. 

Credits 

Adapted from “Meet A Tree” from Sharing Nature with Children, by Joseph Bharat Cornell, Ananda 


2 FIND YOUR TREE




Keeping a Nature Journal: Discover a Whole New Way of Seeing the World Around You, Claire Walker Leslie, 

Storey Publishing, 2003. 

Nature Drawing: A Tool for Learning, by Claire Walker Leslie and Kendall Hunt, 1995. 



3


4 FIND YOUR TREE


CATEGORY: Woods 

Tree Id Field Guide 


To learn how to identify trees common to your area. 

Materials 

Pencils, white paper (tabloid size 11 inches by 17 inches or legal size 8½ inches by 14 inches), crayons or 

fine-tipped markers, clipboards, stapler, staples, and possibly a personal computer. 

Note: Tabloid-size paper works best because the papers will be folded. Otherwise, legal size will suffice. 


Tree identification guides can often be difficult for kids to use. The differences between trees are often 

subtle, and a lot of choices exist from which to choose. If the chapter leader knows how to identify at 

least some of the trees on the property, he or she can help kids not only learn how to identify trees but 

help others do so as well. 

Take the kids out on the property to look at a variety of trees that you have already identified. At each 

tree, ask the kids to note and sketch the following: 

NN 

NN 

NN 

NN 

NN 

What the leaves look and feel like (color, shape, texture). 

What the bark looks and feels like. Ask them to hug the tree, pressing their cheeks against the bark 

— unless it is poison sumac or the tree trunk is covered with poison ivy vines! 

What the silhouette looks like (tall and straight, broad, scraggly). Ask the kids to mimic the tree’s 

shape with their bodies. 

Whether there are any flowers or fruit hanging from the tree or fallen on the ground. 

Any odd features, such as thorns or burls (knotty growths on the trunk) 

Once back in the chapter house, the youth can begin to make the tree field guide. Ask the kids to work 

together to choose three aspects of each tree to use in identifying the tree. (This may go more smoothly if 

you organize the kids into pairs and assign specific trees to each pair.) Give the teams sheets of scrap paper 

to sketch leaves and write down identification ideas. Each entry in the field guide should feature a drawing 

of the leaf along with up to three identification clues presented by bullet point. 

When the teams have worked out what they want to present in the guide, distribute sheets of paper. The kids 

should fold the sheets of paper in half; these will be the field guides. On each page, a pair can sketch the leaves 

they are responsible for and neatly write down the identification points. Have the youth sign their illustrations 

as well. Once the pages for the guide are completed, staple the “spine” of the guide (the folded edge). 

tree id field guide 1


You may choose to produce a more polished product using a computer desktop publishing program. Make 

as many copies as the kids have stamina for (or make color copies before you staple the pages), and give 

the guides to chapter visitors to use. 


Which tree did you find to be: 

NN 

NN 

NN 

NN 

NN 

NN 

The most common The rarest 

The easiest to identify The most difficult 

The most attractive The most interesting 

The one with the most interesting fruit 

The one with the fruit most valuable for wildlife 

The one with the most interesting flowers 

How did the trees vary with the habitat For example, did you find different trees in wet 

or swampy areas from trees in upland forests 

Were the young saplings growing in the shade the same as or different from the 

large trees providing the shade With this evidence, what trees do you think will be 

dominating (growing the largest and tallest) this site in 100 years 

Answer(s): Will vary according to the site and available tree species. 


60 minutes or more. 

Ages 

Recommended for ages 5 to 8. However, you might just want to focus on common and easily-identified 

trees. You might also want to make supersized tree guides using white construction paper or pieces 

of poster board held together with paper fasteners to accommodate hand-motor skills that are still 

developing. Note: Trees (A Golden Guide) is an excellent introductory text on trees for young children. 

For ages 9 to 11, increase the quantity and variety of trees studied. Note: The Sibley Guide to Trees is a 

comprehensive guide to trees and is better suited for older youth. 




2 Tree Id Field Guide




These additional “woods” learning objectives may be helpful to chapter youth leaders who want to add 


NN 

NN 

NN 

NN 

NN 

NN 

Forests are more than just trees — they include a huge spectrum of plants, animals, fungi, and 

other living things. 

Different types of forests — with different types of trees, plants, and wildlife — are found 

throughout the United States. Participants can learn how to identify common species in their area. 

We obtain many useful products from forests besides timber, including fruits, nuts, ferns, 

and mushrooms. 

Millions of people enjoy recreation in forests, participating in such activities as hiking, hunting, 

fishing, bird and wildlife watching, outdoor photography, and camping. 

Forests provide essential habitat for a wide range of North American wildlife. 

Forests protect soil from erosion and maintain its fertility and structure. 

ADDITIONAL woods LEARNING OBJECTIVES 

1


2 ADDITIONAL woods LEARNING OBJECTIVES





These additional projects and activities are related to “woods” and may be helpful to chapter youth 

leaders who want the youth to further participate in chapter-hosted projects or activities. 



NN 

NN 

Matching Game and Coloring Page (ages 5 to 8): Trees provide many important benefits to 

wildlife. Color the picture, then match the animal names to the creatures found in it. (Found in the 

Young Ikes Activity Book for ages 5 to 8) 

Word Scramble (ages 9 to 11): Unscramble the names of animals that rely on dead and dying 

trees for food and shelter. 



NN 

NN 

NN 

Invasive Plant Species Removal: Organize volunteers to remove invasive plants from an infested 

area on chapter grounds, in your community, or on public lands. 

Reforestation: Establish new woodlands and urban forests using native tree species. Trees can be 

purchased and planted or raised in seedling beds and holding areas on chapter grounds. (After they 

mature to a designated size, these seedlings can be replanted.) 

Reforestation With Native Nut-Bearing Trees: Reforest a local site with collected native nuts 

and other seeds. Your chapter can gather the nuts and seeds and plant them in areas where more 

trees are needed, or you can use them to raise seedlings for other conservation projects. 




NN 

NN 

How To: Collect and Plant Nuts: With autumn comes an abundance of acorns, walnuts, and 

other nuts strewn across the ground. These native seeds can be collected and put to good use. 

(Izaak Walton League) 

How To: Recycle a Christmas Tree: The fresh smell of pine today will be replaced by dry, dead 

branches and lots of pine needles in January. But there are plenty of other uses for that tree. (Izaak 

Walton League) 

ADDITIONAL woods PROJECTS AND ACTIVITIES 

1



NN 

Backyard Conservation: Whether you have acres in the country or a small suburban yard, you 

can help protect the environment and add beauty to your surroundings. (Natural Resources 

Conservation Service) 

2 ADDITIONAL woods PROJECTS AND ACTIVITIES


CATEGORY: WATERS


CATEGORY: WATERS 

FISHING FOR POND CREATURES 


To observe some of the small creatures that live in aquatic environments and learn about their 

importance in the food chain and other aspects of local ecosystems. 

Materials 

Aquatic dip nets, kitchen strainer (with handle), eye droppers, tweezers, white porcelain pans (with 

a small amount of pond water), white plastic tablecloths or drop cloths, plastic containers, aquatic 

creatures field guide, hand lenses or small magnifying glasses, a small aquarium filled with water from 

the pond. 


A wonderful variety of small creatures live in and around ponds, and kids enjoy finding them. If you 

have access to a pond — either on your chapter property or in a community space — arm the kids with 

collecting tools and see what they can come up with. After catching the creatures, they can put their 

catches in white porcelain pans filled with water, enabling everyone to watch the creatures swim around. 

To catch pond creatures, youth can try various strategies: 

NN 

NN 

NN 

NN 

Look for large creatures such as aquatic beetles, frogs, or fish and sweep them up with a dip net or 

kitchen strainer. Transfer them promptly to a pan with water or (depending on size) the aquarium 

filled with pond water. 

Collect clumps of floating plants like duckweed or algae and gently pick them apart in one of the 

white porcelain pans or on a white drop cloth. Transfer critters to a clean pan with water. 

Scoop up mud and gravel from the pond bottom with plastic containers, watch what emerges after 

the sediment settles, and move creatures from the containers to a pan with an eye dropper 

or tweezers. 

Gently scrape the underside of the banks with a kitchen strainer to loosen any creatures that may 

be under there. Empty the strainer contents into a white pan or onto the drop cloth to sort through 

the mud and other materials. Transfer critters to a clean pan with water. 

To identify your catch, use a youth-friendly field guide such as A Volunteer Monitor’s Field Guide 

to Aquatic Macroinvertebrates Field Charts or Pond Life (A Golden Guide). Youth can use hand lenses 

or magnifying glasses to study very small animals such as mosquito larvae, water fleas, and other 

tiny crustaceans. 


1


The kids might want to keep some of the creatures they caught. You can take those creatures back 

to your chapter and keep them for a few days in the aquarium for educational purposes. Be sure to 

use water from the pond, not chlorinated tap water, in the aquarium. This is a good opportunity to 

discuss why these creatures must be released back into their original habitat rather than discarded 

elsewhere. After a few days, you can release the creatures back into the pond, perhaps accompanied by 

a little ceremony. 

Caution: Mixing children and water makes for a fun event, but this also requires additional safety 

measures on your part. Ask one of your volunteers to serve as an observer, standing away from the action 

with a good view of the water area in which the kids are splashing. Ideally this person would be certified 

in CPR and have lifeguard training (this would be a great role for teens or college students volunteering 

with your chapter youth program). Depending on the depth of the pond, you may want to consider 

child-sized life jackets for each youth participant to ensure safety while near the water. 


How do the creatures share the pond In which specific mini-habitats do they live 

Answer(s): Will vary depending on the creatures you find. For example, it might include water striders 

and whirligig beetles on the pond’s surface; water beetles, small fish, and tadpoles swimming; and 

dragonfly and mayfly larvae in the mud. 

What do the creatures eat Which ones eat plants and which ones eat other little 

creatures 

Answer(s): Will vary depending on the creatures you find. For example, water fleas eat tiny microscopic 

organisms, water boatman beetles eat plant material, water striders and whirligig beetles eat insects that 

fall on the water and can’t escape, mayfly larvae eat water plants and algae, and dragonfly larvae and 

water bugs are insect predators. Large water bugs can even subdue small fish and tadpoles. 

Which creatures live their entire lives in water Which ones only live in water as larvae 

Answer(s): Permanent aquatic residents may include water striders, whirligig beetles, water boatmen, 

backswimmers, water fleas, and giant water bugs. Animals that live in water only in their larval stages 

include dragonflies and mayflies, mosquitoes, and tadpoles or young frogs. 

Why do you think these creatures are important to larger animals like frogs, fish, and 

birds Do you see any of these larger animals around the pond 

Answer(s): Frogs, birds, and bats eat flying insects, the larvae of which can live in water. Aquatic 

insects are a vital food source for many kinds of fish. 

If you see birds, what are they doing 

Answer(s): Will vary. Perhaps they will see a heron stalking fish or a Great Crested Flycatcher in 

search of insects. 

2 FISHING FOR POND CREATURES



45 minutes. 

Ages 


For ages 9 to 11, no changes are needed to the activity. 

Related Resources 

A Volunteer Monitor’s Field Guide to Aquatic Macroinvertebrates Field Charts, by the Izaak Walton League 

of America, 2002. 

Aquatic Invertebrate Illustrations: www.aces.edu/pubs/docs/A/ANR-0911/ 

Aquatic Invertebrate Illustrations: www.riverwatch.ab.ca/how_to_monitor/invert_identifying-ident.cfm 

Pond Life (A Golden Guide), by George Reid, St. Martins Press, 2001. 

The Guide to Aquatic Insects and Crustaceans, by the Izaak Walton League of America, Stackpole 

Books, 2006. 


3


4 FISHING FOR POND CREATURES



STREAM CREATURE CONSTRUCTION 


To learn how stream-bottom macroinvertebrates are adapted to their swift-water habitat. 

Materials 

Craft materials and tools for making stream creatures. For example: Construction paper, tape, yarn, 

scissors, pipe cleaners, balloons, straws, crayons, egg cartons, cardboard tubes. 


A “macroinvertebrate” is an animal with no backbone that you can see without using a microscope. 

Stream-bottom macroinvertebrates — including aquatic insects (such as dragonfly and damselfly larvae) 

and crustaceans (such as crayfish, snails, and clams) — are good indicators of water quality because they 

live in the same area of a stream most of their lives and differ in their sensitivity to pollution. Which 

macroinvertebrates you find in a stream indicates the pollution level of the water. 

How do these creatures survive and stay in one place when swift-flowing water is moving all around 

them That’s what the children will find out. 

Organize the youth into teams of three or more and ask a member of each team to volunteer to be a 

stream creature. (Alternatively, each team can decide together who should be the “creature.”) Ask the 

rest of the team members to make the volunteer into a critter that can do the following in moving water: 

NN 

NN 

NN 

NN 

NN 

Catch food. 

Move around on the stream bottom. 

Camouflage or protect itself. 

Lay eggs. 

Keep from getting washed away. 

Now the fun begins! Teams should use the materials at hand to create and attach body parts and 

construct their critter. Provide a time limit for the construction phase, depending on the age group 

(approximately 10 to 15 minutes). Once all the teams are done, ask each team to name their creature 

and explain its adaptations — changes that allow it to survive and thrive in fast-flowing streams. 

Depending on your groups, you could consider having a critter “fashion show,” with the children walking 

down a pretend runway to show off their designs. 


1


You can then show the youth a few examples of interesting stream adaptations from sources such 

as IWLA’s The Guide to Aquatic Insects and Crustaceans or Pond Life (A Golden Guide). Examples 

might include 

NN 

NN 

NN 

NN 

Caddisfly larvae, which live in little houses made of sand, pebbles, and tiny twigs to hide from fish 

and other predators. 

Net-spinning caddisfly larvae, which construct underwater webs to catch their food. 

Black fly larvae, which attach to rocks and sticks using little suckers on their abdomens and move 

by drifting downstream on silken threads that come out from tips of their abdomens. 

Water penny beetles, which have flat bodies that allow them to move around on rocks without 

washing away. 

Options: You may find that every child wants to dress up as a stream critter. To keep everyone engaged, 

change the activity to have each child construct one body part in the category of his or her choice. Or 

divide the children into five groups and assign each group a body part that all the youth in that group 

will build (such as “parts that help the creatures catch food under water”). 


Did the creature that you invented look like any aquatic creature that you saw in a 

guide If so, which one(s) 

Answer(s): Will vary depending on what aquatic creatures are invented. Discuss not just the 

appearance of creatures in the guide but what survival techniques they use that are similar to ideas the 

youth had (such as different ways to cling to rocks in the water). 

If you have a guide, point to the pictures of some aquatic creatures and ask: How is this 

creature adapted to its aquatic lifestyle 

Answer(s): Will vary and might include: 


30 minutes. 

NN 

Long legs covered with hairs that trap air bubbles and enable water striders to float on top of the 

water. 

NN 

Bifocal eyes for whirligig beetles, so they can look above and below the water’s surface. 

NN 

Long legs for swimming used by water boatmen and backswimmer insects. 

NN 

Camouflaged houses made by caddis fly larvae. 

NN 

Extendable mouthparts that dragonfly larvae use to snag their insect prey. 

2 STREAM CREATURE CONSTRUCTION


Ages 


Equally applicable for ages 9 to 11. In addition, with this age group you can spend more time looking at 

illustrations of stream-bottom macroinvertebrates and start talking about which ones can only live in 

clean water and which thrive in polluted waters. 

Credits 

Adapted from “Stream Sam And Sally” from Hands-On Nature: Information and Activities for Exploring the 

Environment with Children, edited by Jenepher Lingelbach, Vermont Institute of Natural Science, 1986. 


A Volunteer Monitor’s Field Guide to Aquatic Macroinvertebrates Field Charts, by the Izaak Walton League 

of America, 2002. 


The Guide to Aquatic Insects and Crustaceans, by the Izaak Walton League of America, Stackpole Books, 

2006. 


3


4 STREAM CREATURE CONSTRUCTION



CAN YOU SEE WATER POLLUTION 


To learn about water pollution and how to detect it. 

Materials 

Five clear glasses, sample of stream water (taken within 24 hours of the activity), isopropyl (rubbing) 

alcohol, food coloring, tap water (preferably from a municipal system), bottled spring water, tape/labels 

and a permanent marker (to label glasses with water samples), paper (either pads of paper, a sheet of 

paper on a clipboard, or note cards), and pens/pencils. 


Before this activity begins, prepare five glasses with water samples. Label each glass with a capital letter 

and fill the glasses with the following samples: 

NN 

NN 

NN 

NN 

NN 

Glass A: Tap water 

Glass B: Bottled spring water 

Glass C: Tap water with a few drops of food coloring (enough to distinctly color the water) 

Glass D: Tap water with a capful of rubbing alcohol 

Glass E: Stream water 

Ask the children to look at the glasses and decide which ones contain polluted water. Depending on the 

number of participants, you can have the children work in teams of 5 to 6 (which means you will need 

one set of samples for each group) or this can be done as a demonstration for the entire group. Tell the 

children that they should use their senses of smell and sight to judge the water quality. 

Caution: Tell them not to taste any of the samples (they could get sick). 

Have the children record their observations about each glass of water. Ask them to write down why they 

believe certain glasses of water are polluted and others are not. Then discuss the answers. 


Which water samples do you think are polluted and why 

Answer(s): Responses will vary. 


1


Is using sight and smell the best way to determine if water is polluted 

Answer(s): No. Although smell and sight give you clues about potential pollution problems, they don’t 

provide all the answers — and can even be misleading. 

That’s why the Izaak Walton League developed the Save Our Streams program and Creek Freaks project 

for kids — to test water quality using science. 

For example, finding out which insects and other underwater creatures can survive in the water will tell 

you a lot about the water quality. The water is not “polluted” because it has bugs in it. Some insects can 

only live in clean water! An unusual color may or may not mean there’s a problem — perhaps an oddcolored 

soil washed into the water that day. You can use simple tools to measure chemicals and oxygen in 

the water to find out if the water is healthy for fish and wildlife — and you! 

Before you jump into a creek, you can use your sense of sight and smell to look for clues to water 

pollution. If you do find a stream with an unusual color or a bad smell, tell an adult about it and ask 

them to call the county or city authorities to check it out — it could be a sign of pollution and may not be 

safe to play in. But to be sure about the quality of your water, you need to use scientific experiments, like 

the ones in League programs. 

Following are specific talking points for each of the five samples. 

Glass A: Tap water can be considered “polluted” because it contains chlorine, which is added to 

tap water in most parts of the country to make it safe to drink. Although chlorine is needed to 

kill bacteria in the water that could make you sick, chlorine is extremely toxic to fish and other 

aquatic life — if a pipe leaked chlorinated tap water into a stream, the chlorine would kill many 

of the fish and other aquatic animals living there. 

Glass B: Some companies get their bottled water directly from mountain springs that are 

generally free from pollution — at least as far as fish and wildlife are concerned. However, these 

companies do not have to test spring water to make sure it is safe for drinking, so it may be safe 

for fish but not for you! 

Many bottled water companies are now selling treated tap water — and even untreated tap 

water — in plastic bottles. If this tap water contains chlorine, it would be considered “polluted” 

for wildlife. 

Glass C: Tap water with food coloring may “look” polluted because it has an odd color, but 

unusual colors are not always a sign of pollution problems. The color could be caused by dirt 

that washed into the stream — or by chemicals dumped there. The only way to know is to test 

the water. 

Glass D: Tap water with rubbing alcohol looks clean but smells terrible. It obviously is polluted, 

even though it looks perfectly clear. Smells like this could be caused by sewage, chemicals, or 

natural gases. However, this is just a first clue in finding out whether the water is polluted. 

Glass E: Stream water should look a little dirty and have plenty of life in it — plants, insects, 

other aquatic animals. If the water is very muddy or dark, it probably has too much dirt (also 

2 CAN YOU SEE WATER POLLUTION


called sediment) for fish and other aquatic animals to survive. This sediment can clog fish gills, 

smother fish eggs, and block the sunlight that water plants need to grow. 

What did you learn about detecting water pollution Name some types of pollution that 

could harm your stream. 

Answer(s): Just because water looks clean does not mean that it is clean and healthy — and just 

because water has dirt or bugs does not mean it is polluted. 

There are two basic types of pollution. The first kind of pollution comes from factories or industrial 

plants. This is usually easy to find and fix. The second kind comes from many sources and can be hard to 

identify, such as oil leaking from cars, dirt that washes away from construction sites, trash, and pet waste. 

Some of these we can see (like an oil slick on the water or a plastic bottle floating downstream) and some 

we can’t see (such as chemicals that wash into the stream from someone’s lawn). 

How do these pollutants get in the water 

Answer(s): Pollutants get into water by accidental spills, illegal dumping, or rainfall runoff that 

collects pollutants from the air and ground surfaces such as streets or farm fields and carries them into 

local waters. 

Are any of these pollutants in your (this) stream Can you guess which of these might be 

a threat to the stream 



15 to 30 minutes. Preparation time may vary, but allow for another 30 minutes to gather materials and 

organize samples. 

Ages 


No adjustments needed for ages 9 to 11, although you can discuss potential pollutants and their impact 

in more detail. 

For youth 9 to 11 and older, you can introduce the terms “point source pollution” for pollution from 

factories and “non-point source pollution” for pollution from farms, yards, and streets. 

Credits 

Adapted from “Measuring Stream Health Activities” from the Hands On Save Our Streams — The Save 

Our Streams Teacher’s Manual, by the Izaak Walton League of America, 1994. 


3



Young Ikes Activity Book — Ages 9 to 11, by the Izaak Walton League of America, 2011. Page 5 – Waters. 

4 CAN YOU SEE WATER POLLUTION



AQUATIC ANIMAL RELAY RACE 


To identify some of the creatures that live in or near aquatic environments. 

Materials 

Challenge Cards with clues to different aquatic animals, made on index cards (3 inches by 5 inches or 

larger). Answer Signs made from paper (8½ inches by 11 inches), including photographs and magazine 

clippings. (See “Activity Description” for details.) 


Youth will work together to learn about animals that live in or near the water. Find an open space where 

the kids can run a relay race. Mark the starting line with sticks or other materials you have on-hand. 

Divide the youth into small groups of two to four players. You will need at least two teams. Three or four 

teams with three to four players each make this game especially lively. It’s acceptable for some teams to 

have an extra player (meaning, for example, that some teams have three players and some have four). To 

add a little flair to the competition, ask the youth to decide on team names — preferably the names of 

aquatic animals. (You could even have them draw their team mascots on stickers to wear on their shirts.) 

Line up the teams behind the starting line. In front of the first person for each team, lay a set of 

Challenge Cards upside down so the players cannot read them. Place a set of Answer Signs in a scattered 

pile about 20 yards away. (Each team needs one set of Challenge Cards and one set of Answer Signs.) 

The supervising adult should be stationed equidistant behind the piles of Answer Signs. (The important 

point is that all teams have to go the same distance to the adult after choosing an answer.) If you have 

enough volunteers, station one adult at each set of Answer Signs. 

Explain that when you say “Go!” the first runner for each team should pick up the top Challenge Card 

then sprint to the answer pile to find the correct answer to the clue. For example, if the Challenge Card 

reads, “A green animal that eats flies with a big sticky tongue,” the player would sprint to the answer pile 

to look for “Frog.” 

After finding the correct answer sheet (or best guess), the runner should run to the adult to have 

their answer checked. The adult needs to be alert to who arrives first and also needs to quickly nod 

whether the answer is correct or not. If the answer is not correct, the player has to return to the answer 

pile and try again. If the answer is correct, the player can sprint back home (with both signs) and tag the 

next runner. 


1


If you have players who are too young to read a challenge card, have an older teammate run with them 

and read the cards out loud or imitate the sound that animal might make. For example, if the Challenge 

Card reads, “Loves to swim and also flies,” one would make the sound, “Quakkkkk!” and then the player 

would sprint to the answer pile to look for “Duck.” 

The winning team is the first to finish the race with all correct answers. Allow the remaining teams to 

continue to race until every team has finished. After every team is done, gather the runners in a circle to 

talk about the different aquatic animals and clues. Have a separate list of all the animals on-hand so you 

can be sure to ask questions about each one. 

Challenge Cards: Can be made on index cards, pieces of cardboard, or even scrap paper. Suggestions 

for Challenge Cards are listed below. (Answers are provided in parentheses for your reference and should 

not be listed on the Challenge Cards.) 

NN 

NN 

NN 

NN 

NN 

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NN 

NN 

NN 

A green animal that eats flies with a big sticky tongue. “Grummppfffff!” (Frog) 

Loves to swim and also flies. “Quakkkkk!” (Duck) 

Chubby animal who works really hard! “Slap!” (Beaver) 

Cute and playful. Loves to slide. “Snort!!” (Otter) 

Fast! Zooms and buzzes, catching mosquitoes. “Whirrrrrrrrr!” (Dragonfly) 

Slithers on mud and even across water.“SSSSSsssssss!” (Water Snake) 

Buries itself in ooey, gooey mud. Watch your fingers! “Snap!!” (Snapping Turtle) 

Big fish with a big mouth! “Gulp!!!!” (Bass) 

Swimmers bright and colorful like the sun. “Gurgle!” (Sunfish) 

Glides across the water like an Olympic skater! “Swishhhh!” (Water Strider) 

Answer Signs: Creating answer signs on large sheets of paper (8½ inches by 11 inches) provides plenty 

of room for images along with each animal’s name. (Answers are provided in parentheses above with 

the sample clues.) You may wish to include pictures or drawings of each creature along with the name. If 

possible, laminate the Answer Signs so they can be used repeatedly. 


Which clues were the trickiest 

Answer(s): Responses will vary based on what clues are used and the ages of children. 

Which animals have you seen in the wild 


Which do you hope to see Which would you like to avoid or see from a distance 

Answer(s): Will vary depending on what animals and clues are used. 

2 AQUATIC ANIMAL RELAY RACE




Ages 

Recommended for ages 5 to 8; however, their ability to read clues on Challenge Cards and Answer 

Sheets may vary. 

Consider using the “Waters” activity in IWLA Young Ikes Activity Book — Ages 5 to 8 as a simple 

introduction to the topic of plants and creatures that live in aquatic environments. 

Youth ages 9 to 11 will also enjoy this game. You can make the game more challenging by using more 

challenging clues. Feel free to make new Challenge Cards and Answer Sheets based on local wildlife and 

the interests and ages of participants. 

Possible advanced Challenge Cards clues are listed below. (Again, answers are provided in parentheses 

for your convenience but should not be printed on the Challenge Cards.) 

NN 

NN 

NN 

NN 

NN 

NN 

NN 

NN 

NN 

NN 

An amphibian that lays jelly-like eggs in the water. (Frog) 

A green-headed animal that dips in the water to eat plants and small insects. (Mallard) 

A busy rodent that loves to chew wood and creates new habitats for other creatures. (Beaver) 

A whiskered fish-eater that loves to play. (River Otter) 

A great predator of mosquitoes, this animal whirls and buzzes as it catches them. (Dragonfly) 

Heavy reptile that eats frogs and fish. (Snapping Turtle) 

A popular game fish that can have a large mouth or small mouth. (Bass) 

A long-legged wading bird that spears fish with its beak. (Heron) 

This marsh-dwelling rodent builds lodges out of reeds and has a round, narrow tail. (Muskrat) 

Our national bird, which has excellent eyesight. (Bald Eagle) 


A Field Guide to Freshwater Fisheries (Peterson Field Guide), by Lawrence M. Page, Brook M. Burr and 

Roger Tory Peterson, Houghton Mifflin Harcourt, 1991. 

IWLA Young Ikes Activity Book — Ages 5 to 8, by the Izaak Walton League of America, 2011. 

Page 5 – Waters. 

Peterson Field Guide to Birds of North America, by Roger Tory Peterson, Houghton Mifflin Harcourt, 2008. 

Peterson Field Guide to Mammals of North America, by Fiona Reid, Houghton Mifflin Harcourt, Fourth 

Edition, 2006. 



3


4 AQUATIC ANIMAL RELAY RACE


CATEGORY: waters 

Aquatic cREAture Field Guide 


To learn the various small creatures that live in and around ponds or man-made lakes, how to identify 

them, and how they live. 

Materials 

Materials for collecting aquatic creatures (refer to the “Fishing for Pond Creatures” activity lesson plan 

found in the “Waters” section in this manual), pencils, white paper (tabloid size 11 inches by 17 inches or 

legal size 8½ inches x 14 inches), crayons or fine-tipped markers, clipboards, stapler, staples, and possibly 

a personal computer. 

Note: Tabloid-size paper works best because the papers will be folded. Otherwise, legal-size will suffice. 


Before conducting this activity, you’ll need to take the kids out to a local pond or stream with collection 

tools and pans in hand. (Note: Refer to the “Fishing for Pond Creatures” activity lesson plan found in 

the “Waters” section in this manual.) Encourage the kids to look for aquatic creatures under rocks and 

attached to the sides of rocks. Alternately, you can collect the aquatic creatures prior to your event and 

have them ready for observation by the youth. If you take this approach, describe exactly where you 

found each one to give the youth a better idea of each creature’s habitat. 

Once the youth have collected pond creatures, have them write and illustrate a local pond creature 

field guide. This will encourage them to observe the creatures closely and give them the opportunity to 

educate other people in the community. Kids can work individually or in pairs, each with a sheet of white 

paper. The kids should draw the creatures as best they can, label the drawings, and include some basic 

information about each creature such as where it was found and what it eats. (Have books on hand from 

the “Related Sources” section of this activity for reference.) If you have hand lenses, they can use them 

to observe the creatures up close. When you are done, be sure to release the aquatic creatures safely 

where you found them. 

Once the kids have illustrated all of the creatures, ask them to sign their work and then combine the 

sheets into a guide. Fold the papers in half and staple them together at the spine (the folded edge) to 

make a simple booklet. 

You may choose to produce a more polished product using a computer desktop publishing program. Make 

as many copies as the kids have stamina for (or make color copies before you staple the pages), and give 

the guides to chapter visitors to use. 

Aquatic cREAture Field Guide 

1



What aquatic creatures fascinated you the most and why 

What interesting features or adaptations did you notice about “your” creature 

What questions do you have about your creature What would you like to know 

Answer(s): Will vary depending on body of water and available aquatic species. 


45 minutes to create the guide; additional time to capture stream creatures. 

Ages 

Recommended for 5 to 8. Note: The “Explore Life of the Pond” Web site (see “Related Sources”) is a 

great introduction for young children. 

For ages 9 to 11, no specific changes to this activity are needed. Encourage these children to make 

more detailed drawings of their creatures. They can also provide more in-depth information about their 

creatures and include questions they have about the life forms they illustrated. 


A Field Guide to Freshwater Fisheries (Peterson Field Guide), by Lawrence M. Page, Brook M. Burr, and 


A Field Guide to Reptiles and Amphibians of Eastern and Central North America (Peterson Field Guide), by 

Roger Conant and Joseph T. Collins, Houghton Mifflin Harcourt, Third Edition, 1998. 

A Field Guide to Reptiles and Amphibians of Western North America (Peterson Field Guide), by Roger Conant 

and Joseph T. Collins, Houghton Mifflin Harcourt, Fourth Edition, 1998. 

A Guide to Common Freshwater Invertebrates of North America, by J. Reese Voshell, Jr., McDonald 

Woodward, 2002. 

Explore Life of the Pond: http://library.thinkquest.org/04oct/00228/animals.html 

Flash Card of Common Freshwater Invertebrates of North America, by J. Reese Voshell, Jr., McDonald 


Insects: A Guide to Familiar American Insects (A Golden Guide), by Clarence Cottom and Herbert S. Zim, 

St. Martins Press, 2001. 

2 Aquatic cREAture Field Guide




These additional “water” learning objectives may be helpful to chapter youth leaders who want to add 


NN 

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NN 

Clean water is essential for most animals (including people) to live. 

Some aquatic animals — from stoneflies to salmon — require very clean and cold water to survive. 

The amount of water on the planet remains constant. Only its location changes. 

Agriculture in the United States depends on clean water. Sources of this water include rainfall, 

surface waterways, and ground water. 

Some parts of the United States, notably in the southwest, are facing the threat of increasing water 

shortages. Conflicts over water allocation often arise during times of scarcity. 

We depend on clean water for many types of recreation, including fishing, swimming, and boating. 

Sources of water pollution are categorized as either point or non-point sources. “Point” sources are 

easily identified because they come from a specific point, like a factory pipe. “Non-point” sources, 

such as dirt or chemicals washing into streams, are more difficult to pinpoint. 

Human activities dump many thousands of chemicals into waterways. The long-term impact of 

most of these substances on the environment and human health remains unknown. 

Toxins in water are often absorbed by aquatic plants and animals and tend to increase in 

concentration moving up the food chain. 

We need to conserve water to make sure we have enough to meet the needs of humans and other 

living things across the planet in the future. 

We also need to keep our waters clean for use by humans and other living things. 

ADDITIONAL waters LEARNING OBJECTIVES 

1


2 ADDITIONAL waters LEARNING OBJECTIVES





These additional projects and activities are related to “water” and may be helpful to chapter youth 




NN 

NN 

NN 

NN 

Stream Maze (ages 5 and younger): Help the fish find its next insect meal. A fun challenge for 

kids and parents. 

Stream Coloring Page (ages 5 and younger): It’s a splash to learn about clean water! 

Pond Life Crossword Puzzle (ages 5 to 8): Ponds are home to a variety of fish, mammals, birds, 

reptiles, and more. Use drawings and word clues to solve the puzzle. 

Find the Difference (ages 9 to 11): Everything you do on land affects the quality of water you 

drink and play in. Find the differences between two water scenes, then figure out which is better for 

water quality . . . and why! (Found in the Young Ikes Activity Book for ages 9 to 11) 



NN 

NN 

NN 

NN 

Fish Habitat Improvement: Restore native fish populations by improving habitat conditions and 

promoting species diversity. Construct man-made fish cribs to increase fish habitat in area ponds 

and lakes. 

Fish Hatchery and Stocking: Restore or re-introduce native fish species by raising fish and 

releasing them into population-depleted areas. This project may be combined with stream 

restoration to increase the chances of survival for fish released into the wild. 

Lake and Pond Preservation and Management: Restore or protect a lake or pond for fish and 

wildlife habitat and community enjoyment. The project may include stabilizing banks, restoring 

water sources (stream, spring seeps, wetlands) flowing into the pond or lake, removing invasive 

species, eliminating excessive algae blooms, monitoring sources of offsite nutrient and chemical 

pollution, or installing structures to create fish habitat to help bring a lake or pond back to a fully 

functioning state. 

Stream Monitoring: Test the water quality of local streams using the League’s Save Our Streams 

(SOS) monitoring program. Under the biological method, volunteers collect and identify aquatic 

macroinvertebrates (stream insects and crustaceans) and determine a water quality rating of 

excellent, good, fair, or poor based on the diversity of insects found and their varying tolerances 

to pollution. 

ADDITIONAL waters PROJECTS AND ACTIVITIES 

1


NN 

NN 

NN 

Stream Restoration: Stream restoration can help to return a polluted or failing stream to health. 

This project often includes stabilizing banks or altering the shape of the stream channel, fencing 

cattle out to reduce erosion, and creating fish habitat. Another approach to restoration is to 

remove disturbances from the stream and allow the stream to fix itself. 

Waterway Litter Cleanup: Organize and conduct a community waterway cleanup by recruiting 

volunteers (both members and non-members) to remove discarded items along stream and river 

banks and in river corridors. 

Wetlands Conservation: Wetlands conservation includes activities that conserve, protect, and 

restore wetlands and educate people about the important role these areas play in our communities 

(flood control, water filtration, fish and wildlife habitat). 

Consider these activities found in the IWLA Chapter Manual under Unit V, Sample 

Outdoor Recreation and Activities: 

NN 

NN 

Fishing Clinic: Fishing is the most popular outdoor recreational activity in America today. You 

can host an informative, hands-on event to introduce members of your community to fishing and 

improve the skills of experienced anglers. 

Paddle Sports Day: If you have easy access to water, organize and host an event that teaches 

individuals about canoe and kayak safety, paddling techniques, and the simple fun of this form of 

recreation. After your initial event, you may decide to bring participants together again for a float 

trip to test their new skills. 




NN 

NN 

NN 

Chessie: A Chesapeake Bay Story: In this coloring book, Chessie the Bay Monster encourages 

kids to protect the Chesapeake Bay from pollution to protect the fish and wildlife that live there. 

(U.S. Fish and Wildlife Service) 

Thirstin’s Wacky Water Adventure: A short activity and coloring book about sources of drinking 

water and steps kids can take to save water. (Environmental Protection Agency) 

Water Word Scramble: A one-page word scramble about water resources and how to save water. 

(Environmental Protection Agency) 


NN 

How To: Build a Model Watershed: This model watershed demonstrates how water picks up 

sediment and pollutants as it flows — and that simple measures can reduce the amount of polluted 

runoff that ends up in your watershed. (Izaak Walton League) 

2 ADDITIONAL waters PROJECTS AND ACTIVITIES


NN 

How To: Build a Rain Garden: Stormwater runoff is a leading cause of pollution in our streams 

and lakes. Driveways, roads, and parking lots block water from draining into the ground. Lawns are 

not much better, unless they have a place where the water can go. Enter the rain garden. (Izaak 



NN 

NN 

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How To: Build a Fish Crib: Discarded PVC pipes can be used to build “fish cribs” — places where 

bass, bluegills, and other lake species can hide, feed, and reproduce, making for better fishing and 

aquatic health. Any discarded plastic materials that can create a solid structure could be used, so 

be creative. (Izaak Walton League) 

How To: Build a Rain Barrel: The average American family uses 120 gallons of water each day for 

outdoor use, much of it for watering lawns and gardens. One way you can help ease the strain on 

reservoirs and wells is to build a rain barrel to collect and recycle rainwater. (Izaak Walton League) 

How To: Build a Vernal Pond: These ponds provide wildlife habitat, attract mosquito-eating 

critters, reduce runoff, and serve as teaching tools. (Izaak Walton League) 

ADDITIONAL waters PROJECTS AND ACTIVITIES 

3


4 ADDITIONAL waters PROJECTS AND ACTIVITIES


CATEGORY: WILDLIFE


CATEGORY: wildlife 

WILD ANIMAL ID GAME 


To learn characteristics and classification of wild animals that live in your area. 

Materials 

Paper for signs; string or masking tape; markers; and an assortment of photocopies, photographs, and 

magazine clippings of wild animals found locally. 


Place a sign with the name and photograph of a local animal on the back of each person in your group 

(youth and adults alike can play this game). Don’t let them see what animals they are. Signs can be hung 

around the neck and over the back using string or held in place with masking tape. 

Have the youth mingle and ask questions that will help them identify their animals. They can only ask 

“yes” or “no” questions, although “maybe” or “sometimes” are also acceptable answers. 

Examples of questions they can use to help narrow down the animals will vary: Am I a mammal Could 

you find me in a pond Do I eat plants Do I have fur Do I have a tail Am I larger than a cat Do I 

have four legs Do I lay eggs Discuss the answers (see “Discussion Questions” below). 

This is an active and engaging game that can be played with two or more players. Adult volunteers 

should be ready to help young children who might not know answers to some of the questions (such 

as whether an animal is a mammal). Include many types of animals — fish, birds, amphibians, reptiles, 

insects, as well as mammals. Then let the fun begin! 


Assorted possible questions could include: 

NN 

NN 

NN 

NN 

NN 

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Am I a mammal 

Could you find me in a pond 

Do I eat plants 

Do I have fur 

Do I have a tail 

Am I larger than a cat 

WILD ANIMAL ID GAME 

1


NN 

NN 

Do I have four legs 

Do I lay eggs 

Answer(s): The answers for these assorted possible questions will vary depending on the specific 

animals you use. You could discuss where each animal lives, what it eats, and any special characteristics 

that differentiate animals in your area from similar animals in other parts of the country. 


10 to 15 minutes for each round of the game played. More if you do more than one round. 

Ages 


Also appropriate for ages 9 to 11. With older children, you can make the game more challenging, such as 

limiting the number of questions they can ask during each round. 

Credits 

Adapted from “What Animal Am I” from Sharing Nature with Children, by Joseph Bharat Cornell, 

Ananda Publications, 1979. 











2 WILD ANIMAL ID GAME



tracking WILDLIFE 


To learn which animals live (often unseen) in your area and how to recognize them by the tracks they 

leave behind. 

Materials 

Empty half-gallon paper milk cartons; scissors; plaster of Paris mix; water; container for mixing plaster; 

stick or mixing spoon; dust masks; animal bait (e.g., pet food or treats, table scraps, peanut butter on 

bread or crackers, nuts, seeds, fruit, vegetables); sand, loose dirt, soft mud, or wet snow. 


Finding animal tracks is exciting for kids, especially trying to figure out what animal the tracks belong to 

and what the animal was doing. In this activity, you will set up a special area to attract animals and the 

kids will see if any creatures left behind tracks. 

Step 1: Lay the bait. Towards early evening the day before your youth event, place some enticing 

animal food out in a flat, open space and surround the food with a soft material such as sand or (ideally) 

mud. Select a location that is far enough away from the chapter facility or other buildings that animals 

will not be scared away by noise and that the bait will not lure animals close to trash cans or people. 

(This activity might not be suited to housing developments, for example.) Leave the food out overnight. 

Any animals that come to snatch the food will hopefully leave their tracks in the soft ground around 

the food. 

If you are hosting a multi-day youth event, the youth can help you with this phase in addition 

to tracking. 

Caution: Before choosing your bait, check to see if any of your youth participants have food allergies 

(such as peanut or tree nut allergy) and plan your bait strategy accordingly. Many pet foods and treats 

contain peanuts and may leave allergens behind that could be dangerous for the youth. Bird seed can 

also contain peanuts and tree nuts. For more information on food allergies, visit www.foodallergy.org. 

Note: Consult with your state fish and wildlife agency on potential baiting restrictions. You also have an 

ethical obligation to remove and properly dispose of remaining bait upon completion of this activity. We 

want to avoid making wildlife too comfortable or dependent on humans with these easy handouts. 

Step 2: Look for tracks. The next day, take the youth to the bait location to examine the area for 

tracks. Be sure to remove and properly discard any uneaten bait. If you do find animal tracks, ask the 

youth what animal they think made each set of tracks. Then try to identify the tracks using a field 


1


guide, such as the Peterson Field Guide to Animal Tracks. After you identify which animal(s) visited the 

site, ask the youth why each animal lives in your area — how they find food, water, and shelter; what 

temperatures they may like; etc. This is a good discussion to have while the plaster dries (see next step). 

This is also a good opportunity to talk about why we don’t leave food out in the open during camping 

trips! 

Option #2: If no tracks are found near the bait, you can look for animal tracks in nearby woods or fields. 

Although the chances of success are slim, this can help children hone their outdoor skills, and they may 

also enjoy the opportunity for a hike. 

Step 3: Cast it. If the tracks are firm, try to preserve them by making a cast using plaster of Paris. Cut 

up the milk carton width-wise into squares about 3 to 4 inches tall. Place one of these squares over each 

track you want to preserve so the sides of the square surround the track and act as a barrier to hold the 

dirt and wet plaster of Paris in place. 

(For tracks found in snow, dust the track with dry plaster of Plaster and allow it to harden or use spray 

water in the track to freeze it before trying to make a cast of the track. When plaster of Paris hardens, it 

produces heat that may melt the snow track before the cast can take shape.) 

Next, mix the plaster of Paris with water, gently pour it into the track, and let the mixture harden. Use a 

ratio of one part plaster of Paris with two parts water. Check the package for further instructions — the 

mixing method will affect how well the plaster sets. Allow at least a half hour for the plaster to set in the 

track before removing it (although it may take longer, particularly if you are using old plaster). 

Caution: Plaster of Paris is a light, fine powder. Depending on conditions (such as wind), you may want 

to mix it indoors to prevent the powder from blowing around. People mixing the plaster should wear 

masks to avoid breathing in any of the dust. 

Option #2: Alternatively, you can have the youth draw pictures of the animal tracks rather than making 

casts of them. (This is quicker and less messy.) Provide drawing pads and pencils for this activity. 

Drawings and plaster casts can be put on display at the chapter facility, or you can let the youth take 

them home. For additional fun, have the youth paint their plaster casts. Allow the plaster to dry for at 

least 24 hours before painting it. Spray on a clear acrylic sealer first; once dry, paint the cast with acrylic 

or poster paint. 


Can you identify this track What kind of animal made it 

Answer(s): Will vary depending on the animals you encountered. 


Setting up the bait station(s): 15 to 30 minutes. Making casts: one hour or more, depending on the 

plaster drying time. Additional time will be needed if you need to search for other tracks and if you 

decide to paint the casts. 

2 tracking WILDLIFE


Ages 


For ages 9 to 11, no adjustments needed. These youth can take more responsibility for making and 

pouring plaster of Paris, preparing cast sites, and pulling out finished casts. 

Credits 

Adapted from “How to Collect Animal Tracks” from Nature with Children of All Ages by Edith Sisson, 

Massachusetts Audubon Society, 1982. 


Peterson Field Guide to Animal Tracks, by Olaus Murie and Mark Elbroch, Houghton Mifflin, Third 



3


4 tracking WILDLIFE



Animal ACTORs 


To learn about local wild animals while having fun sharing and learning. 

Materials 

An assortment of photocopies, photographs, and magazine clippings of wild animals found locally. Use a 

variety of animals, including birds, insects, reptiles, and mammals. You may opt to include fish as well. If 

the animal name is not already included, write the name on the page. 


These performances can be done individually or in small groups of 2 to 5. 

NN 

NN 

NN 

Give each person or group a piece of paper with the name and picture of a local animal. 

Players should keep the name of their animal a secret from other players or other groups. 

Give groups some time to share what they know about their animal, including what it looks like 

and how it moves and behaves. Individuals can simply visualize their animal and think about what 

they know about it. 

Each performance should include a fixed pose for the first 8 to 10 seconds — a pose that captures the 

essence of the animal. Then the performance can continue into a scene with movement. Small groups 

working together can provide a lot of laughter for the audience! 

Kids will be eager to guess the animal right away, but explain that no guessing is allowed until the 

performance is complete and you give them a signal to guess. If the audience is stumped, ask the 

performer(s) to provide a few clues. You can increase the level of difficulty by asking that guesses include 

not only the animal name but what the animal eats or where it lives. 

If you have just a few individual performers, each youth can take multiple turns acting out a 

different animal. 


The audience will be asking a wide assortment of questions. 

Answer(s): Will vary as answers are the young audience’s guesses as to what wild animals are 

being portrayed. 

Animal ACTORs 

1



About 20 minutes; less if you have a small group. 

Ages 


For ages 9 to 11, use more difficult wild animals to guess or focus on only one species, such as only 

reptiles or only fish. 

Credits 

Adapted from “Animal Parts” from Sharing Nature with Children by Joseph Bharat Cornell, Ananda 



A Field Guide to Freshwater Fisheries (Peterson Field Guide), by Lawrence M. Page, Brook M. Burr and 











Sharing Nature with Children, by Joseph Bharat Cornell, Ananda Publications, 1979. 

2 Animal ACTORs



PREDATOR AND PREY 


To demonstrate a predator-prey relationship in a lively and fun game. 

Materials 

Strips of cloth for blindfolds, small jingle bells. 


For this lively activity, find a relatively flat area and ask your group to form a circle about 10 to 15 feet 

in diameter. You will need at least six people, and more is better. Look for a grassy spot with no roots 

or holes that could trip up players. You can also play this game indoors — again, with no obstacles that 

could injure players. 

Choose one person to be a bat and several others to be moths — 2 to 5 moths, depending on the 

size of your group. The bat and moths then move to the center of the circle to be blindfolded. While 

blindfolding them, explain that most bats primarily use sound to hunt. They send out sound waves, 

which bounce back to tell them where their prey is. (This is called “echolocation.”) 

One popular bat food in North America is moths, which fly at night (the same time that bats are out 

hunting). To mimic sound waves during the game, the bat will say “bat,” to which each moth must 

respond “moth.” The bat hones in on its prey by listening to the responses, reaching out with his or her 

arms like wings to try to tag the moths. Meanwhile, moths are trying to avoid being “eaten,” so they 

move around with their arms out like antennae. To avoid collisions, bats and moths can duck and move 

around in other ways. If a bat or moth reaches the edge of the circle, this is the “edge of night” — the 

person on the edge should whisper “edge of night” and gently redirect them to the center of the circle. 

Caution: For safety, remind the youth participants that they must stay at a walking pace (no running) 

and must have hands out in front of them at all times to further help avoid collisions. 

The bat should make a statement like “Gotcha!” when he or she catches a moth so the moth knows 

it has been eaten by the bat rather than just colliding with another moth. If a moth runs into the bat 

accidentally but escapes before the bat can grab him or her, the moth can continue to fly around. When 

caught (tagged), a moth should remove his or her blindfold and join the circle. Continue the game until 

all moths are caught. 

If the group isn’t too large, play several rounds until each person has had a chance to be a bat or moth. 

With a larger group, two bats can hunt at the same time. You can encourage them to hunt together, but 

PREDATOR AND PREY 

1


it’s recommended to have one tall bat and one shorter bat so they won’t bang heads if they bump into 

each other. 

Option #2: Select a different predator and prey (e.g., fox and mouse, coyote and rabbit) from your local 

area. Still blindfolded and in a similar circle, give each prey animal a small bell that jingles as it moves 

around. The predators chase the prey by sound. (Make sure your prey do not try to mute the bell.) In this 

scenario, prey won’t hear the predator coming — a credible way to reenact hunting in the wild. 


What did you learn about how the bat hunts for its food — the moth 

Answer(s): They depend on being able to use sound waves (“echolocation”) to sense how far away the 

moth is and in what direction the moth is moving. Bats can even tell how big the prey is based on the size 

of the sound wave that bounces back. 

What did you learn about how the fox hunts for its food — the mouse 

Answer(s): They depend on being able to hear the mouse as it is moving below and above ground. 


About 20 to 30 minutes, depending on the size of the group and number of rounds. 

Ages 

Recommended for 5 to 8. Use the wildlife activity in the IWLA Young Ikes Activity Book — Ages: 5 to 8 

for this age group. It is better suited as a simplistic introduction to predator-prey relationship for 

young children. 

Ages 9 to 11, no adjustments needed. Older youth may be more focused and should enjoy this activity. 

Credits 

Adapted from “Bat and Moth” from Sharing Nature with Children by Joseph Bharat Cornell, Ananda 



IWLA Young Ikes Activity Book — Ages: 5 to 8, by the Izaak Walton League of America, 2011. 

Page 6 – Wildlife. 

2 PREDATOR AND PREY


CATEGORY: WILDLIFE 

SCAVENGER HUNT 


To help children become careful observers of wildlife and nature. 

Materials 

Lists of items to be searched for in the scavenger hunt, pencils, note cards or scraps of paper with clip 

boards. 


Scavenger hunts are a good way for kids to focus their attention and become careful observers of wildlife 

and nature while having fun. Divide the kids into groups of 2 to 4 and give them a list of things to find 

outdoors. Check to ensure they could reasonably find the things on your list. 

Caution: Do not allow children to get too close to wild animals and stinging insects. Encourage them to 

respect nature by not harming or disturbing the things they find. 

Depending on the resources on your property, you can include insects and invertebrates with the wildlife 

theme hunt. 

Animal Signs: Look for examples of 

NN 

Tracks of three different animals 

NN 

Five potential food sources and what animal might eat them 

NN 

Three signs of animals having eaten 

NN 

Homes or shelters of three animals 

NN 

Three animal sounds 

NN 

Feathers, bird and mammal skulls and other bones, dropped deer antlers, and shed snake skins 

Insects and Invertebrates: Look for examples of 

NN 

A flying insect 

NN 

A butterfly or moth 

NN 

A grasshopper or cricket 

NN 

An insect found under a log 

NN 

A wasp or bee’s nest 


1


NN 

NN 

NN 

NN 

NN 

NN 

Two kinds of ants 

A fly 

A spider’s web (bonus if there is a spider on it!) 

A worm 

A mosquito 

An invertebrate that is not an insect (such as a spider, millipede, or mite) 

Depending on the resources on your property and the interests of the participants, you can choose other 

themes, such as trees and other plants, and expand the search to gather leaves and flowers. 

Leaves: Look for examples of 

NN 

A leaf with smooth edges 

NN 

A leaf with edges with small teeth 

NN 

A leaf with big teeth or lobes 

NN 

A red leaf, a yellow leaf, etc. 

NN 

A soft leaf 

NN 

A fuzzy leaf 

NN 

A leaf as wide as your foot 

NN 

A leaf as long as your little finger 

NN 

A leaf so small you can cover it with your thumb 

NN 

A leaf eaten by something 

Flowers: Look for examples of 

NN 

A flower with petals bigger than your pinky fingernail 

NN 

A flower with three petals 

NN 

A flower with more than three petals 

NN 

A plant with many flowers on one stalk 

NN 

A plant with only one flower on one stalk 

NN 

A white flower, a yellow flower, etc. 

NN 

A flower that smells sweet 

NN 

A flower that has no scent 

NN 

A flower with easy-to-see stamens and pistils (this may need some explanation for younger children) 

NN 

A flower with a bee on it 

NN 

A flower with another type of insect on it 

2 SCAVENGER HUNT


You can combine features from all of these lists to fit your particular location or do different scavenger 

hunts on different days — each with a different focus. Rather than picking and collecting such items 

as flowers and live insects, ask the kids to draw pictures of what they found (you will need to provide 

pencils and note cards) and to be prepared to show the adults where they found them. With older 

children, you can have them take photos of each item with a phone or digital camera. 

Before they head out, set the boundaries and give them a timeline (15 to 30 minutes works well, and you 

can give them more time if they are really engaged). As groups come back, ask them to talk about what 

they found. 


Questions you could ask after the scavenger hunt include: 

What were your favorite finds 

What surprises did you see 

What was the most beautiful thing you found 

Where did you find this (specify) colored item 

Which things were common and which were rare 

Answer(s): Will vary depending on the scavenger hunt items and the preferences of the 

scavenger hunters. 



Ages 


For ages 9 to 11, no changes are necessary to this activity. You can adjust the scavenger hunt list and the 

organization of the hunts depending on the ages of participants, their reading abilities, and their general 

knowledge of nature. 


3


Credits 

Lists adapted from Hands-On Nature: Information and Activities for Exploring the Environment with 

Children, edited by Jenepher Lingelbach, Vermont Institute of Natural Science, 1986. 




Peterson Field Guide to Animal Tracks, by Olaus Murie and Mark Elbroch, Houghton Mifflin Harcourt, 

Third Edition, 2005. 


4 SCAVENGER HUNT




These additional “wildlife” learning objectives may be helpful to chapter youth leaders who want to add 


NN 

NN 

NN 

NN 

NN 

NN 

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Each animal is specifically adapted to a particular habitat — a home that provides food, water, and 

shelter the animal needs to survive and thrive. Discuss native animals and their particular habitats. 

Different habitats and locations in the United States support different kinds of wildlife. 

Animals play essential roles in nature. They provide food for each other, recycle nutrients in the 

soil, pollinate flowers, and disperse seeds. 

Animals are also connected to each other through a huge range of symbiotic relationships in which 

they provide food for each other. 

People enjoy wildlife in many ways — hunting, fishing, wildlife watching, bird feeding, and 

photography are some examples. 

Some wild animals in North America are in danger of becoming extinct. Causes include habitat 

loss and competition with species introduced from other places (called non-native species). 

Many people are working to protect North America’s wildlife through measures including 

habitat protection and restoration, controlled hunting, and removal of non-native invasive 

plants and animals. 

Once habitat like a wetland is destroyed, the services it provided to wildlife cannot be replaced. For 

example, studies show that even 100 years after a new wetland is created, it is of very limited use to 

wildlife (few live there). 

Hunting helps keep wildlife populations in balance in areas where prey and predator relationships 

have been disrupted. For example, white-tailed deer were almost extinct 100 years ago and now, 

thanks to conservation efforts, populations are booming. In many areas of the country, humans are 

the only predators for these animals. 

With no predators to keep their numbers in check, invasive plants destroy food and shelter needed 

by native wildlife. Most native animals have not adapted to be able to use invasive plants. 

ADDITIONAL wildlife LEARNING OBJECTIVES 

1


2 ADDITIONAL wildlife LEARNING OBJECTIVES





These additional projects and activities are related to “wildlife” and may be helpful to chapter youth 




NN 

NN 

NN 

Animal Connect-the-Dots (ages 5 and younger): Count your way to an animal that was almost 

extinct 100 years ago. 

Wildlife Coloring Page (ages 5 and younger): Find out what three things all wild animals need 

to survive. 

Predator Connect-the-Dots (ages 5 to 8): Every wild animal, either predator or prey, has its place 

in the food chain. 

NN 

Matching Game (ages 9 to 11): Match the animal names to signs commonly found in nature — 

and learn what to look for on your next walk in the woods. 



NN 

NN 

Wildlife Habitat Improvement: Restore a native wildlife species population by improving habitat 

conditions and managing the diversity of wildlife on the property. This project may be carried out 

by planting fruit- and nut-bearing trees and shrubs, native grasses, wild grains, and forbs; employing 

beneficial land practices; enhancing riparian buffers; and protecting wetlands. It can include the 

release of game bird species you have raised or native wildlife trapped and transferred by state fish 

and wildlife agency personnel. 

Wildlife Propagation and Management: The purpose of this project is to restore or introduce 

wildlife, particularly game bird species. The project involves raising and nurturing the birds, 

improving habitat conditions, and releasing the birds on property that you maintain. Habitat 

improvements range from making minor modifications to existing agricultural practices to 

undertaking extensive clearing and planting of native grasses, wild grains, and fruit- and nutbearing 

trees and shrubs. 

Consider these activities found in the IWLA Chapter Manual under Unit V, Sample 

Outdoor Recreation and Activities: 

NN 

Hunter Education Course: Many states require first-time hunters to take a hunter education or 

safety course before purchasing a hunting license. These courses teach hunting techniques, firearm 

and hunter safety, survival, first aid, and ethical behavior. 

ADDITIONAL wildlife PROJECTS AND ACTIVITIES 

1


NN 

NN 

Wildlife and Bird Watching Tour: Tours can be conducted on chapter grounds, other private 

property, or area parklands. This activity provides an opportunity to observe and study wildlife in 

a natural setting. Bird watching often involves studying bird songs and calls as well, since many 

species are more readily identified by ear than by eye. 

Youth Hunt: In a highly controlled environment, some chapters host fun, hands-on events to 

introduce novices or youth to hunting. A popular form of outdoor recreation, hunting is regulated 

by state and federal fish and wildlife agencies as a component of modern wildlife management. 




NN 

NN 

How To: Build a Bee House: Honey bees may be getting all the press, but they’re not the only 

pollinators in town. The United States is home to almost 4,000 native bee species (honey bees are 

non-natives brought here from Europe). One way you can help protect pollinators is to build a 

home for them. (Izaak Walton League) 

How To: Build a Bird Feeder with Recycled Materials: Bird feeders — and bird watching — are 

a great way to involve youth in wildlife conservation. Using an old milk carton or juice bottle for 

construction offers additional eco-benefits. (Izaak Walton League) 


NN 

NN 

Bee Pollen Popular: This workbook educates students about different types of pollinators — from 

bats to bees — and their importance to our environment. (U.S. Department of Agriculture) 

How To: Plan a Pollinator Garden: From planting cover and food plots to cleaning up water 

resources, Ikes are working to restore native habitat for game and non-game species alike. One 

important group that may not be on your list: Pollinators. (Izaak Walton League) 


NN 

NN 

How To: Build a Bat Box: More than half the bat species in the United States are declining 

or already listed as endangered, mostly because of habitat loss. Not only do bats help control 

insect populations (a single bat can eat up to 2,000 mosquitoes in one night), they also pollinate 

plants and disperse seeds. To help compensate for habitat loss, you can build a “bat box.” (Izaak 


How To: Build a Wood Duck Box: Most waterfowl nest on the ground, but wood ducks prefer 

depositing their eggs in the holes of mature trees, which means the ducks lose their nesting sites 

whenever forests are cleared. America’s wood duck population has dropped significantly over the 

last century. Fortunately, wood ducks readily adapt to nest boxes. (Izaak Walton League) 

2 ADDITIONAL wildlife PROJECTS AND ACTIVITIES

UNIT III: 

C H A P T E R Y O U T H P R O G R A M S

UNIT III: 

CHAPTER Youth PROGRAMS 

SUMMARY — Izaak Walton League chapters and members across the 

country have long been leaders in connecting young people with hunting, 

fishing, conservation, and the great outdoors. This unit offers ideas and 

guidance for running a chapter youth program designed to engage youth in 

the outdoors. 

Youth Programs 

Hosting activities for “youth and the outdoors” has a positive ring to it. Any 

activity involving youth, whether you are teaching them to fish or to restore 

stream banks, is likely to generate member enthusiasm and community 

support. 

Every League chapter can and should develop a formal youth program and 

offer a variety of activities that introduce young people to the outdoors. If a 

chapter owns property, that creates a natural focus for youth activities, but 

chapters that meet in public places also have attractive options for youth 

participation. Having a structured youth program as part of the chapter’s 

mission and activities will provide long-term benefits in membership growth 

and increased member support and contributions. 

A Focus on Activities 

Many chapters approach youth programs from the angle of what they know 

best or what is readily available. Hosting a hunter education course or youth 

fishing derby comes to mind. Perhaps it’s sponsoring a Boy Scout troop or 

providing an archery day for local school children. 

Every League chapter 

can and should develop 

a formal youth program 

and offer a variety 

of activities that 

introduce young people 

to the outdoors. 

However, today’s youth really need to get back to basics. At school and 

at home, they do not have the opportunity for unstructured play and are 

spending less time outdoors than previous generations. People committed to 

conservation usually cite early childhood experiences with nature as critical 

to shaping their interests. That’s where the League can help today’s youth. 

For example, your chapter can host regular meetings (weekly, monthly) or 

special events to introduce youth to nature and teach them the importance 

of natural resource conservation by first building an appreciation of those 


III-1

esources. You may also want to include parents in these activities so that the 

whole family can learn together. Focus on nature games and activities that 

will provide a positive, enjoyable, and educational experience for children. 

Young Ikes 

The Young Ikes program 

name should be readily 

identifiable within your 

chapter and, hopefully, 

in your local community. 

With little effort, the 

name could easily be 

used to help promote 

your chapter youth 

program. 

Members of the Izaak Walton League have long been called “Ikes,” so the 

Young Ikes program name is a logical offshoot of that. The name should 

be readily identifiable within your chapter and, hopefully, in your local 

community. With little effort, the Young Ikes name could easily be used to 

help promote your chapter youth program. 

In addition to this how-to manual, the League has produced a series of 

conservation-themed Young Ikes Worksheets and Young Ikes Activity Books 

(samples can be found in this manual’s Appendices) that chapters can 

use to engage youth and families at chapter and community events. The 

League’s Web site also includes a special emphasis on projects, activities, and 

resources to engage youth in the outdoors: www.iwla.org/youngikes. 

Chapter Program 

Once your chapter has committed to reach out to young people, the real 

work starts in implementing a chapter youth program designed to engage 

youth in the outdoors. 

Objectives 

Set the objectives for 

your chapter youth 

program based on 

the interests of your 

members as well as the 

natural resources readily 

available in your area. 

Planning and organizing a chapter youth program — such as Young Ikes 

— can be done even by people with little or no experience working with 

established youth organizations, such as Boy Scouts and Girl Scouts or 4-H 

Clubs. 

Most Izaak Walton League members have fond memories of outdoor 

experiences that perhaps continued into adulthood. It could have been 

as simple as a secret pond or favorite tree that provided hours of youthful 

enjoyment and wonder. Or it could have been a mentored experience such 

as a trail hike, camping trip, fishing derby, or hunting event. 

You can set the objectives for your chapter youth program based on the 

interests of your members as well as the natural resources readily available 

in your area. Your first step should be to determine exactly what you want 

to and can reasonably accomplish given the available resources (including 

volunteers, money, and location). 

III-2 


Keep in mind that building children’s early awareness of the natural 

world can help them develop a lifelong commitment to protecting our 

country’s natural resources. Whatever objectives you set, your chapter’s 

youth program should focus on hands-on involvement by the participating 

children. When working to meet these objectives, determine what types 

of events and projects your chapter can provide and the types of activities 

young participants would enjoy. 

Organization 

After determining the objectives for your chapter’s youth program, you need 

to decide who within the chapter can best lead your group to accomplish 

these objectives. 

Identify a person who can serve as the chapter Youth Programs Coordinator 

(if your chapter does not already have one). Experience working with youth 

as a leader, teacher, or coach is helpful but not a requirement. Please notify 

the IWLA National Office when this new officer is selected and include him 

or her in your annual officer report form. 

Identify a person 

who can serve as 

the chapter Youth 

Programs Coordinator, 

who should work with 

chapter volunteers to 

form a Youth Programs 

Committee that will 

share responsibility for 

the program. 

The Youth Programs Coordinator should work with chapter volunteers 

to form a Youth Programs Committee that will share responsibility for the 

program. The members of this committee should be enthusiastic and willing 

to volunteer their time and talent for the benefit of young people in the 

community. In addition to organizing youth-related activities, this group 

should be responsible for event safety, marketing, volunteer and participant 

recruitment, and the overall success of the chapter youth program. 

Note: Unit I of the IWLA Chapter Manual — League Leadership, provides 

guidance on chapter leadership and committee structure applicable to a 

chapter youth program. 

Needs 

During an early organizational planning meeting, determine how many 

participants your chapter can safely and effectively manage during any 

given youth activity. When first starting out, you may want to focus on the 

quality of the experience rather than simply recruiting a large group of youth 

participants. (You can always expand the program later.) 

During an early 

organizational planning 

meeting, determine 

how many participants 

your chapter can safely 

and effectively manage 

during any given youth 

activity. 

Several questions this committee should ask include: 

NN 

What skills and experiences do chapter member have Are there 

teachers, naturalists, or outdoorsmen or women who are willing to lead 

an activity or give a presentation 


III-3

After identifying the 

major components of 

your youth program, 

construct a budget 

for revenues and 

expenses. 

NN 

NN 

NN 

Are there any known personnel from local or state government 

agencies who can bring environmental and conservation expertise to 

our youth program 

What resources does the chapter have What improvements need to 

be made to facilitate a successful chapter youth program 

What are the equipment needs Where could this equipment be 

obtained on loan or purchased Do members have equipment that they 

would be willing to let children use 

The answers to many of these questions directly relate to your youth 

program’s fundraising needs. 

Budget and Funding 

After identifying the major components of your youth program, construct 

a budget for revenues and expenses. Do not underestimate expenses or be 

overly optimistic about how much revenue you can raise from donations, 

fees, and in-kind contributions to support the program. 

How much the youth program will cost the chapter and where these funds 

will come from are important considerations. An allocated portion of the 

local chapter budget is a normal practice when adding a program at the 

chapter level. Dues increases are often not the preferred funding mechanism. 

Instead, you could consider raffles, contributions from local businesses, 

government and foundation grants, and even participant fees to fund a 

quality youth program. 

Setting a 

predetermined 

location and day of 

the week will help 

volunteers, youth 

participants, and 

parents make time for 

youth events. 

Note: Unit II of the IWLA Chapter Manual — Finance, Legal and Fund 

Raising, provides more details, including proven tips on soliciting donations 

and fundraising options that can easily be applied to a chapter youth 

program. 

Location and Dates 

Setting a predetermined location and day of the week will help volunteers, 

youth participants, and parents make time for youth events. For example, 

one chapter holds youth program meetings one Saturday per month at the 

chapter house from 10am until 12 noon. 

Depending on the time of the year, you may be competing with other afterschool 

activities, youth sport leagues, family vacations, holidays, and hunting 

and fishing seasons. So keep that in mind when planning your schedule. 

Youth program field trips can be held on the chapter grounds or take you to 

a nearby park or private lands. Regardless of the site, it is important to take 

III-4 


the educational experiences outside — that’s where outdoor learning works 

best! 

Insurance, Liability, and Safety 

As separate and independent entities, chapters are responsible for managing 

their own affairs and can be sued and held accountable for their actions. It 

is up to each chapter to decide what youth activities best meet its needs and 

to ensure that any such activity is carried out safely in compliance with all 

applicable laws, regulations, and permits. Each chapter should also seek the 

advice of a local attorney on steps it can and should take to help avoid future 

liability. 

Examples of steps chapters can take to help ensure the safety of all 

participants and protect the chapter from future liability include providing 

appropriate equipment and training, monitoring the activity closely, 

following all safety precautions, carrying adequate liability insurance, and 

securing liability release forms from participants, regardless of age. 

In addition to complying with all local, state, and federal laws and 

regulations and adhering to best practices in managing the chapter’s facilities 

and youth activities, all chapters should carry adequate insurance to cover 

any potential liabilities. The IWLA Bylaws require all chapters to carry 

public liability and property damage insurance covering property owned, 

leased, rented, or used by them for their meetings or other activities. It is 

always advisable for chapters to consult an attorney and a local insurance 

agent to seek independent advice on whether your insurance policy is 

adequate to meet your needs and circumstances as they relate to a youth 

program. 

A liability disclaimer form or liability waiver (a sample is found in this 

manual’s Appendices) should be signed by each participant, regardless of 

age. Before they can participate, children under the age of 18 also should 

have their forms signed by a parent or legal guardian. 

A photo release disclaimer can and should be included with the liability 

waiver. This will ensure that you can use photos and videos you take during 

youth events for chapter newsletters, Web site and social media postings, and 

news releases to the media. 

As with any planned activity on chapter grounds, spend some time preparing 

for the unexpected. Youth leaders and guest instructors need to be briefed 

on the standard medical procedures and how to summon emergency medical 

responders. Ensure program leaders know the address to give first responders. 

It is up to each chapter 

to decide what youth 

activities best meet 

its needs and to 

ensure that any such 

activity is carried out 

safely in compliance 

with all applicable 

laws, regulations, and 

permits. 


III-5

When dealing with kids, you can almost count on the occasional falls, 

bumps, cuts, scrapes, and bruises. So when in the field or at an educational 

site or classroom setting, a first aid kit needs to be readily available. 

Your program registration form should include a section on children’s 

medical needs. Children with potentially life-threatening medical conditions 

— such as asthma, food allergies, allergy to insect stings, or juvenile diabetes 

— should be required to carry medication with them at all times while 

participating in your program. If the child is not old enough to administer 

his or her medication and a parent will not be present, volunteers should 

be trained by the parent and/or a medical professional on the proper use of 

medications such as inhalers and auto-injectable epinephrine (e.g., EpiPen). 

If there’s the potential for medical emergencies such as seizures or diabetic 

reactions, parents should detail warning signs and how volunteers should 

respond. For more information about food allergies and anaphylaxis, visit the 

Food Allergy and Anaphylaxis Network Web site at www.foodallergy.org. 

Teaching in a hands-on atmosphere requires interaction between adults and 

youth. Some activities may require physical contact, so a formal procedure 

should be followed by all volunteer youth leaders. During the session, if 

physical contact is required, the adult should explain the need for the 

contact, ask permission, and monitor the young person’s reactions. At least 

two adults should be with the youth group at all times, and no adult should 

be alone with a child at any time. 

Recruiting and 

engaging the right 

volunteers is critical to 

your program success. 

In addition, you should consider screening potential youth program 

volunteers for criminal histories. Your local police department can walk you 

through the process for that. The U.S. Department of Justice, National Sex 

Offender Public Web site, is also a good resource for screening potential 

volunteers: www.nsopw.gov/Core/Portal.aspx. 

Volunteers 

Recruiting and engaging the right volunteers is critical to your program 

success. A chapter youth program not only provides opportunities to raise 

public awareness of your chapter, it can help you recruit new members 

and promote volunteer leadership from within your chapter. By vigorously 

promoting youth activities in your local community, you are educating 

others on the broader mission of the League and the benefits of membership. 

Planning and implementing these activities provides an excellent 

opportunity to develop future chapter leaders among your members. 

III-6 


You will need to identify the skills necessary to carry out the youth program 

(once the scope of the program has been determined), develop a volunteer 

recruitment plan, and establish the methods you’ll use to keep those 

volunteers motivated and working. 

Recruiting Volunteers 

Recruiting chapter members and developing them into volunteers should be 

a high priority for any chapter, regardless of their intended needs. Use the 

following tips to help recruit the youth program’s required manpower: 

NN 

NN 

NN 

NN 

NN 

NN 

Know what skills, interests, and time commitment you need. 

Offer varying commitment levels. 

Recruit from partner groups. 

Invite friends and neighbors. 

Advertise events and requests for volunteers. 

Offer volunteer orientation and training. 

Recruiting chapter 

members and 

developing them into 

volunteers should be 

a high priority for any 

chapter, regardless of 

their intended needs. 

Motivating Volunteers 

Motivating volunteers is one of the most important aspects of managing 

any chapter activity, project, or event. The chapter youth project leader 

must provide volunteers with opportunities to meet their expectations and 

use their skills effectively. Use the following suggestions to motivate project 

volunteers: 

NN 

NN 

NN 

NN 

Recognize their contributions. 

Make the task fun. 

Match the assignment to the right volunteer (based on his or her 

interests and abilities). 

Communicate regularly and ask for feedback. 

Members will only volunteer their time and talent if they derive some 

satisfaction from the work they do. 

Motivating volunteers 

is one of the most 

important aspects of 

managing any chapter 

activity, project, or 

event. 

Note: You can find more information on volunteer recruitment, motivation, 

and leadership development in Unit IV of the IWLA Chapter Manual — 

Conservation Programs and Projects (see “Chapter Conservation Projects” 

heading). 


III-7

Marketing and Media 

Part of a successful youth program is advertising. When marketing your 

chapter youth program, keep in mind that you are marketing it to parents 

— not directly to children. Knowing this, focus on writing promotional 

materials that will appeal to parents of young children and distributing these 

materials in places where parents are likely to be reached. You can place 

printed materials anywhere from coffee shops and gymnasiums to sporting 

goods stores and bait shops. Look for online community calendars and Web 

sites such as Patch.com that promote local events. 

You can also reach out through other established youth organizations, such 

as Future Farmers of America school chapters, 4-H clubs, and Boy Scout 

and Girl Scout troops. Within the chapter, make the announcement in 

newsletters, on the chapter Web site, and as a part of e-mail blasts to chapter 

members. 

Reaching out to local media is another way to spread the word to parents. 

Community newspapers are often hungry for local news and photo 

opportunities. Local radio stations might announce events taking place in 

the community. Prepare and distribute a news release to media outlets in 

your area. Explain the League’s mission and the importance of conservation 

education and engaging youth in the outdoors and provide event details and 

schedules. 

Part of a successful 

youth program is 

advertising. When 

marketing your 

chapter youth 

program, keep in mind 

that you are marketing 

it to parents — not 

directly to children. 

Note: Unit VI of the IWLA Chapter Manual — Communications and 

Marketing, provides proven communication techniques to help your chapter 

improve its community outreach and inform its members. 

The League’s National Office also has a promotional poster template 

designed for youth-related activities that is available in limited quantities for 

free (sample found in this manual’s Appendices). When using this template, 

be sure to include such information as: 

NN 

NN 

NN 

NN 

NN 

NN 

NN 

NN 

NN 

Name of the chapter youth program (such as Young Ikes) 

Chapter’s name (spell out Izaak Walton League of America, if possible) 

Date(s) and time(s) for the event(s) 

Location with simple directions 

Target audience (ages) 

Special requirements (if any) 

Fees (if any) 

Provided meals or snacks (if applicable) 

Sponsors (if any other than the chapter) 

III-8 


Youth Activities 

Chapter-sponsored youth events can attract children of all ages, requiring 

a range of educational approaches. Although there are a variety of 

environmental education activities available to engage children of all ages, this 

manual is focused on youth ages 5 to 11. The primary goal the activities found 

in this manual is to give youth a positive, enjoyable experience with nature. 

How to Use This Manual 

This manual, Engaging Youth In The Outdoors — A How-To Chapter Manual, 

provides information on how to engage young people of varying ages with the 

environment and in the outdoors. We hope you can use these activities as the 

basis for a successful chapter youth program. 

Refer to Unit II — Youth Activities for more details on “Suggested Youth 

Activity Lesson Plans” available for your chapter youth program. Under Unit 

II of this manual, there are five tabbed sections divided under the categories 

Soil, Air, Woods, Waters, and Wildlife (which correspond with the League’s 

mission). Within these tabbed sections are Suggested Youth Activity Lesson 

Plans. These field-tested activities were selected specifically for youth ages 5 to 

11. 

Core learning objectives are identified in each lesson plan. A list of “Additional 

Objectives” is provided at the end of each category section, which may be 

helpful to youth leaders who want to add lessons of their own. Also at the end 

of each tabbed section is a page of “Additional Projects and Activities” that 

may be helpful in developing additional youth projects and activities. 

Take the time to thoroughly review and study the contents of Unit II for 

a better understanding of how these suggested activities were designed to 

engage, encourage, and educate youth in the outdoors. 

How to Use the IWLA Chapter Manual 

Available to your chapter in print and electronic format, the IWLA Chapter 

Manual provides information on governance, financial management, legal 

issues, and fundraising strategies. It also includes ideas on membership 

recruitment, conservation projects and outdoor activities, and public relations 

strategies. 

Many chapters have years of experience in planning and developing 

conservation projects and outdoor recreation activities. The IWLA 

Chapter Manual provides descriptions of a variety of projects and activities 

undertaken by League chapters nationwide and are based on information 

This manual provides 

information on how to 

engage young people of 

varying ages with the 

environment and in the 

outdoors. 

Another helpful tool, 

the IWLA Chapter 

Manual, provides 

information on 

governance, financial 

management, legal 

issues, and fundraising 

strategies. It includes 

ideas on membership 

recruitment, 

conservation projects 

and outdoor activities, 

and public relations 

strategies. 


III-9

submitted by individual chapters. At the end of each activity, you’ll find a 

list of multiple chapters that have conducted the activity, so you can contact 

them and exchange ideas or ask questions related to the activity — many of 

which can be modified for use in your chapter youth program. 

Note: At the end of the IWLA Chapter Manual Unit IV — Conservation 

Programs and Projects, are detailed Sample Conservation Project sheets. 

Sample Outdoor Recreation and Activity sheets are found at the end of 

Unit V — Outdoor Recreation and Activities. The Appendices of the IWLA 

Chapter Manual provide additional examples of “Chapter Conservation 

Projects” and “Chapter Outdoor Recreation and Activities.” 

We hope that your chapter members and the youth with whom you work 

continue to have a great time in the outdoors and that these activities and 

projects will help you do so. 

Youth and the League 

League Membership 

Today’s young people are tomorrow’s conservationists. It is beneficial to have 

young people join the League at an early age and feel included at the chapter 

level. 

The League asks that every chapter offer all four classes of membership to 

their new and renewing members, including these two for young Ikes: 

Today’s young people 

are tomorrow’s 

conservationists. It 

is beneficial to have 

young people join the 

League at an early age 

and feel included at 

the chapter level. 

Youth Membership: This membership class is for youth age 17 and younger. 

Youth members receive one membership card but are not entitled to 

vote, except at a chapter’s recognized youth group meeting. Privileges are 

determined by the chapter and may be limited. 

Student Membership: This membership class is for full-time students, 

ages 18 to 21. A full-time undergraduate student over the age of 21 may 

also be considered a student member. The student’s full-time status can 

be determined by an official transcript from a trade school, college, or 

university. The member receives one membership card and is entitled to one 

vote. Chapter privileges are determined by the chapter. 

Note: The other two membership classifications are Individual and Family 

Members. 

III-10 


National Youth Convention 

At each IWLA National Convention, held in July at different locations 

across the country, a Youth Convention is held in conjunction with the 

annual meeting. Open to children and grandchildren of League members 

attending the National Convention, the Youth Convention offers an array 

of outdoor and educational experiences designed to spark an interest in 

conservation and love of the outdoors. A nominal registration fee includes 

a one-year youth or student membership to the League. (Most of the Youth 

Convention program cost is covered by a grant from the IWLA Endowment 

and donations from League members across the country who support youth 

education.) 

More information is made available each year in Outdoor America magazine 

and online at www.iwla.org/convention. 

A Youth Convention 

held in conjunction 

with the League’s 

annual meeting offers 

an array of outdoor and 

educational experiences 

designed to spark an 

interest in conservation 

and love of the 

outdoors. 

National Recognition Awards 

Each year, the League presents several awards at the National Convention 

that are related to youth programs at the chapter level. 

The Robert C. O’Hair Award recognizes the chapter that has carried out the 

most outstanding youth program during the previous year. In some instances, 

award winners have hosted a regular youth program at the chapter. Other 

winners have held long-standing community youth events several times each 

year. 

The Outdoor America’s Future Award is presented to a youth or student 

member who has volunteered many hours at the local or state level in 

conservation projects and recognizes related efforts in school, community 

service, or chapter leadership development. By virtue of his or her grassroots 

efforts, this young member is considered an “up and coming” future leader of 

the League and is expected to mentor other youth members at the chapter. 

The Defenders Chapter Achievement Award is named after the League’s 

motto: “Defenders of Soil, Air, Woods, Waters, and Wildlife.” Chapters 

receive this award based on activities and accomplishments over the course 

of one year. One of the six award criteria includes youth development, such 

as maintaining an established chapter youth program or providing financial 

and volunteer support for an outdoor or conservation education event for 

local youth. 

Each year, the League 

presents several 

awards at the National 

Convention that are 

related to youth 

programs at the 

chapter level. 

Chapters are encouraged to submit nominations for these and other IWLA 

national awards. More information, including nomination and application 

forms and annual deadline dates, is available online at www.iwla.org/chapters. 


III-11

Scholarships 

Many IWLA chapters and state divisions offer scholarships to eligible 

college-bound high school students who intend to study conservation 

or environmental majors at accredited universities. In recent years, the 

total amount of chapter- and division-sponsored annual scholarships has 

surpassed roughly $125,000, with individual awards ranging from $100 to 

$2,000. 

As a complement to these offerings, the League’s National Office offers 

a National Conservation Scholarship to two qualifying college students 

with conservation or environmental majors. These scholarships are funded 

through a grant from the IWLA Endowment. More information about this 

scholarship program is available online at www.iwla.org/scholarship. 

All of these scholarships provide students not only with financial support 

but also with moral support from like-minded conservationists. As these 

students pursue natural resources careers, they help to advance the League’s 

conservation mission. 

Many IWLA chapters 

and state divisions 

offer scholarships 

to eligible collegebound 

high school 

students who intend 

to study conservation 

or environmental 

majors at accredited 

universities. 

III-12 


UNIT IV: 

R E S O U R C E S

UNIT IV: 

RESOURCES 

SUMMARY — This unit lists suggested resources from government entities, 

organizations, and assorted publications and Web sites that may be used to 

assist your chapter’s youth leaders with their outdoor activities and projects 

and your chapter youth program. Availability of publications and Web sites is 

subject to change. 

Government 

State Natural Resources Departments, Fish and Wildlife Agencies, and Other Entities 

Alaska 

Arizona 

California 

Department of Fish and Game, Kid’s Page: www.adfg.alaska.gov 

Department of Environmental Quality, DEQ for Kids: www.azdeq.gov 

Department of Boating and Waterways, Aqua Smart: www.dbw.ca.gov/AquaSmart 

Department of Transportation, Kid’s Page: www.dot.ca.gov/kids 

Colorado 

Delaware 

Division of Wildlife, Student Activities: www.wildlife.state.co.us/ Education/StudentActivities/KidsPage 

Solid Waste Authority, Kids Club: www.dswa.com/kids_club 

State of Delaware, Kid’s Page: www.delaware.gov 

Florida 

Georgia 

Idaho 

Illinois 

Indiana 

Iowa 

Louisiana 

Maine 

Maryland 

Michigan 

Department of Environmental Protection, Kid’s Page: www.dep.state.fl.us 

Department of Agriculture, Kid’s Page: www.mhddad.dhr.georgia.gov 

State of Idaho, Just for Kids: www.idaho.gov/education 

Department of Natural Resources, Kids and Education: www.dnr.state.il.us/education 

Department of Natural Resources, Kid’s Page: www.in.gov/dnr/kids 

Department of Natural Resources, Kids: www.iowadnr.gov/Education/ForKids.aspx 

Department of Natural Resources, Student’s Page: www.dnr.louisiana.gov 

State of Maine, Maine Kids: www.maine.gov/sos/kids 

Department of Natural Resources, My DNR: www.dnr.state.md.us/mydnr 

State of Michigan, Michigan Kids: www.michigan.gov/kids 


IV-1

Minnesota 

Mississippi 

Missouri 

Montana 

Nebraska 

New Mexico 

Department of Natural Resources, DNR for Kids!: www.dnr.state.mn.us/dnrkids 

Department of Wildlife, Fisheries and Parks, Kid’s Club: www.mdwfp.com 

Department of Natural Resources, Education and Interpretation: www.dnr.mo.gov/education 

State of Montana, A Student Guide: www.mhs.mt.gov/education 

Game and Parks Commission, Just for Kids: www.outdoornebraska.ne.gov/Education 

Environment Department, Air Quality Kid’s Page: www.nmenv.state.nm.us/aqb/kids 

Learn About New Mexico: www.newmexico.org/learn 

New York 

Department of Environmental Conservation, Student Information: www.dec.ny.gov/education/69.html 

North Carolina Office of Environmental Education: www.ee.enr.state.nc.us/index.asp 

Ohio 

Oregon 

Department of Natural Resources, Park Pals: www.ohiodnr.com/parks 

State Legislature, Kids Page: www.leg.state.or.us/kids 

Pennsylvania Department of Conservation and Natural Resources, Kid’s Page: www.dcnr.state.pa.us/education 

Department of Environmental Protection, Just for Kids: www.depweb.state.pa.us 

South Dakota Department of Environment and Natural Resources, Kid’s Page: www.denr.sd.gov 

Texas 

Virginia 

Washington 

Parks and Wildlife, Outdoor Kids: www.tpwd.state.tx.us/kids 

Department of Environmental Quality, Kid’s Cave: www.denr.sd.gov 

Department of Natural Resources, Students and Teachers Page: www.dnr.wa.gov//recreationeducation 

West Virginia Division of Natural Resources, Kid Zone: www.wvdnr.gov/wildlife/funzone.shtm 

Wisconsin 

Wyoming 

Department of Natural Resources, Environmental Education for Kids (EEK!): www.dnr.wi.gov/eek 

Game and Fish Department, Education Page: www.wgfd.wyo.gov 

Federal Departments and Agencies 

U.S. Department of Agriculture 

Forest Service 

Natural Resources Conservation Service 

U.S. Department of Energy 

U.S. Department of Interior 

Bureau of Land Management 

www.usda.gov 

www.fs.fed.us 

www.nrcs.usda.gov 

www.fueleconomy.com 

www.doi.gov 

www.blm.gov 

IV-2 


Fish and Wildlife Service 

Geological Survey 

U.S. Environmental Protection Agency 

www.fws.gov 

www.usgs.gov 

www.epa.gov 

Organizations 

Association of Fish and Wildlife Agencies 

American Camp Association 

American Sportfishing Association 

Archery Trade Association 

Becoming an Outdoors Woman 

Big Brothers/Big Sisters of America 

Boone and Crockett Club 

Boy Scouts of America 

Children & Nature Network 

Conservation Fund 

Dallas Safari Club 

Defenders of Wildlife 

Ducks Unlimited (DU) 

Greenwings 

Friends of the Earth 

Future Fisherman Foundation 

Girl Scouts of America 

International Hunter Education Association 

Izaak Walton League of America (IWLA) 

Young Ikes 

www.fishwildlife.org 

www.acacamps.org 

www.asafishing.org 

www.archerytrade.org 

www.uwsp.edu/cnr/bow 

www.bbsa.org 

www.boone-crockett.org 

www.scouting.org 

www.childrenandnature.org 

www.conservationfund.org 

www.biggame.org 

www.defenders.org 

www.ducks.org 

www.ducks.org/related/greenwings 

www.foe.org 

www.futurefisherman.org 

www.girlscouts.org 

www.ihea.com 

www.iwla.org 


North American Association of Environmental Education www.naaee.net 

National Audubon Society 

www.audubon.org 


IV-3

National Rifle Association (NRA) 

Youth Hunter Education Challenge 

National Shooting Sports Foundation (NSSF) 

Step Outside 

National Wildlife Federation (NWF) 

National Wild Turkey Federation (NWTF) 

JAKES 

Natural Resources Defense Council 

Orion the Hunter Institute 

Outdoors Alliance for Kids (OAK) 

Pass It On 

Pheasants Forever 

Pope and Young Club 

Project Learning Tree 

Project Wet 

Project Wild 

Rails to Trails Conservancy 

Recreational Boating and Fishing Foundation 

Take Me Fishing 

Rocky Mountain Elk Foundation 

Sierra Club 

The Wildlife Society 

Trout Unlimited (TU) 

U.S. Sportsmen Alliance 

Trailblazer Adventure 

Whitetails Unlimited 

Wilderness Society 

www.nra.org 

www.nrahq.org/hunting/yhec 

www.nssf.org 

www.stepoutside.org 

www.nwf.org 

www.nwtf.org 

www.nwtf.org/jakes/about.html 

www.nrdc.org 

www.huntright.org 

https://sites.google.com/site/outdoorsallianceforkids 

www.outdoormentors.org 

www.pheasantsforever.org 

www.pope-young.org 

www.plt.org 

www.projectwet.org 

www.projectwild.org 

www.traillink.com 

www.rbff.org 

www.takemefishing.org 

www.rmef.org 

www.sierraclub.org 

www.widlife.org 

www.tu.org 

www.ussportsmen.org 

www.trailblazeradventure.org 

www.whitetailsunlimited.com 

www.wilderness.org 

IV-4 


Wildlife Forever 

Wildlife Habitat Council 

Wildlife Management Institute (WMI) 

World Wildlife Federation 

Youth Shooting Sports Alliance (YSSA) 

www.wildlifeforever.org 

www.wildlifehc.org 

www.wildlifemanagementinstitute.org 

www.wwf.org 

www.youthshootingsa.com 

Publications 



A Field Guide to Reptiles and Amphibians of Eastern and Central North America (Peterson Field Guide), by Roger 

Conant and Joseph T. Collins, Houghton Mifflin Harcourt, Third Edition, 1998. 

A Field Guide to Reptiles and Amphibians of Western North America (Peterson Field Guide), by Roger Conant and 

Joseph T. Collins, Houghton Mifflin Harcourt, Fourth Edition, 1998. 

A Field Guide to Rocks and Minerals (Peterson Field Guide), by Frederick H. Pough and Roger Tory Peterson, 

Houghton Mifflin Harcourt, Fifth Edition, 1998. 

A Field Guide to Wildflowers (Peterson Field Guide), by Roger Tory Peterson, Houghton Mifflin Harcourt, 1996. 

A Guide to Common Freshwater Invertebrates of North America, by J. Reese Voshell, Jr., McDonald Woodward, 

2002. 

A Handbook for Stream Enhancement and Stewardship, by the Izaak Walton League of America, McDonald 


A Parents’ Guide to Nature Play, by Ken Finch, Green Hearts Institute for Nature in Childhood, 2009. 

A Teacher’s Guide to Air Quality Awareness Week, by the Clean Air Campaign, 2012. 

A Volunteer Monitor’s Field Guide to Aquatic Macroinvertebrates Field Charts, by the Izaak Walton League of 

America, 2002. 


and Crop Science, 1999. 

Environmental Education Activities Manual, by William Stapp and Dorothy Cox, 1979. 

Flash Card of Common Freshwater Invertebrates of North America, by J. Reese Voshell, Jr., McDonald 


Handbook of Nature Study, by Anna Botsford Comstock, Cornell Publishing Associates, 1967. 


IV-5

Hands-On Nature: Information and Activities for Exploring the Environment with Children, edited by Jenepher 

Lingelbach, Vermont Institute of Natural Science, 2000. 

Hands On Save Our Streams — The Save Our Streams Teacher’s Manual, by the Izaak Walton League of 

America, 1994. 

Holding on to the Green Zone Action Guide, by the U.S. Department of the Interior, U.S. Bureau of Land 

Management, 2008. 

Insects: A Guide to Familiar American Insects (A Golden Guide), by Clarence Cottom and Herbert S. Zim, St. 

Martins Press, 2001. 

IWLA Chapter Manual, by the Izaak Walton League of America, 2008. 

Keeping a Nature Journal: Discover a Whole New Way of Seeing the World Around You, by Claire Walker Leslie, 

Storey Publishing, 2003. 

Last Child in the Woods, by Richard Louv, Algonquin Books of Chapel Hill, 2006. 

“Leave No Child Inside,” Outdoor America (Fall 2006), by Brian McCombie, Izaak Walton League of America, 

2006. 

Nature at Your Doorstep, by Carole G. Basile, Jennifer Gillespie-Malone, and Fred Collins, Teacher Ideas Press, 

1997. 

Nature Drawing: A Tool for Learning, by Claire Walker Leslie and Kendall Hunt, 1995. 

“Nature Play Spaces,” Outdoor America (Spring 2012), by Julies Dieguez, Izaak Walton League of America, 

2012. 

Nature with Children of All Ages, by Edith Sisson, Massachusetts Audubon Society, 1990. 

Outdoor Play for Every Day, by the National Wildlife Federation, 2012. 

Outdoor Skills Workshop Guide, by the Nebraska Game and Parks Commission, 2003. 

Peterson Field Guide to Animal Tracks, by Olaus Murie and Mark Elbroch, Houghton Mifflin Harcourt, Third 



Peterson Field Guide to Mammals of North America, by Fiona Reid, Houghton Mifflin Harcourt, Fourth Edition, 

2006. 


Project Learning Tree: PreK – 8 Environmental Education Activity Guide, by the American Forest Foundation, 

Fifth Printing, 2003. 

Project WET Curriculum and Activity Guide, by Project WET International Foundation and the Council for 

Environmental Education, 1995. 

IV-6 


Project WILD K-12 Curriculum and Activity Guide, by Project WILD and the Council for Environmental 

Education, 2005 

Sharing Nature with Children, by Joseph Bharat Cornell, Ananda Publications, 1979. 

Sharing Nature with Children II, by Joseph Bharat Cornell, Dawn Publications, 1988. 

Sharing the Joy of Nature, by Joseph Bharat Cornell, Dawn Publications, 1989. 

Soil and Water Conservation Activities for Youth, Program Aid Number 1391, by the U.S. Department of 


Teaching Green: The Elementary Years, by Tim Grant and Gail Littlejohn, New Society Publisher, 2005. 

Teaching Green: The High School Years, by Tim Grant and Gail Littlejohn, New Society Publisher, 2009. 

Teaching Green: The Middle Years, by Tim Grant and Gail Littlejohn, New Society Publisher, 2004. 

Ten-Minute Field Trips, by Helen Ross Russell, National Science Teachers Association, 1998. 

“Ten Ways To Attract Youth To Your Chapter,” Outdoor America (Summer 2008), by Cindy Han, Izaak Walton 

League of America, 2008. 

The Guide to Aquatic Insects and Crustaceans, by the Izaak Walton League of America, Stackpole Books, 2006. 

The Nature Connection, by Clare Walker Leslie, Storey Publishing, 2010. 

The Nature Principle, by Richard Louv, Algonquin Books of Chapel Hill, 2012. 

The Nature Specialist — A Complete Guide to Programs and Activities, by Lenore Hendler Miller, American 

Camp Association, 1996. 

The Sense of Wonder, by Rachel Carson, Harper & Row Publishers, 1965. 


Trees (A Golden Guide), by Alexander Martin, and Herbert Zim, St. Martin’s Press, 2001. 


Volunteer Development 101, by Barry A. Garst, American Camping Association, 2010. 

WOW! The Wonders of Wetlands, The Watercourse and Environmental Concern, Inc., 1995. 



Young Ikes Worksheets — Ages 5 and younger, by the Izaak Walton League of America, 2011. 

Young Ikes Worksheets — Ages 6 to 8, by the Izaak Walton League of America, 2011. 

Young Ikes Worksheets — Ages 9 to 11, by the Izaak Walton League of America, 2011. 


IV-7

Web Sites 

Air Pollution Basic Facts: www.epa.gov/air/basic.html 

Aquatic Invertebrate Illustrations: www.aces.edu/pubs/docs/A/ANR-0911 

Aquatic Invertebrate Illustrations: www.riverwatch.ab.ca/how_to_monitor/invert_identifying-ident.cfm 

Bizarre Stuff You Can Make in Your Kitchen: www.bizarrelabs.com 

Cover Crop Fundamentals: http://ohioline.osu.edu/agf-fact/0142.html 

Explore Life of the Pond: http://library.thinkquest.org/04oct/00228/animals.html 

Field Book for Describing and Sampling Soils: http://soils.usda.gov/technical/fieldbook/ 

Interesting Air Pollution Facts: www.evsroll.com/Interesting_air_pollution_facts.html 

Introduction to Seed Dispersal: www.mbgnet.net/bioplants/seed.html 

Introduction to Wind-Pollinated Trees: http://northernwoodlands.org/articles/article/why_are_some_ 

trees_pollinated_by_wind_and_some_by_insects/ 

Izaak Walton League of America, Creek Freaks: www.creakfreaks.net 

Izaak Walton League of America, Young Ikes: www.iwla.org/youngikes 


Parts Of A Tree: www.ncforestry.org/webpages/classroom%20activities/trees/partsoftree/index.html 

Photographs of Dispersed Fruits: www.cas.vanderbilt.edu/bioimages/pages/fruit-seed-dispersal.htm 

Photographs of Pollinated Flowers: www.cas.vanderbilt.edu/bioimages/pages/pollination.htm 

The Anatomy Of A Tree: www.arborday.org/treeGuide/anatomy.cfm 


What Is Particulate Matter www.airinfonow.org/html/ed_particulate.html 

Why Leaves Change Colors: www.na.fs.fed.us/fhp/pubs/leaves/leaves.shtm 

Wind-Dispersed Seeds: http://waynesword.palomar.edu/plfeb99.htm 

IV-8 


APPENDICES

CONTENTS OF APPENDICES 

A. YOUNG IKES WORKSHEETS PROMOTIONAL FLIER 

B. YOUNG IKES WORKSHEETS 

C. YOUNG IKES ACTIVITY BOOKS ORDER FORM 

D. YOUNG IKES ACTIVITY BOOK — AGES 5 TO 8 

E. YOUNG IKES ACTIVITY BOOK — AGES 9 TO 11 

F. LIABILITY WAIVER AND PHOTO RELEASE FORM 

G. IWLA CHAPTER PROMOTIONAL POSTERS ORDER FORM 

H. CHAPTER PROMOTIONAL POSTER — YOUTH-RELATED 

ACTIVITIES AND EVENTS 


APPENDIX A: 

YOUNG IKES WORKSHEETS 

PROMOTIONAL FLIER 


young IKES Worksheets 

The Izaak Walton League’s newest youth-focused materials help children understand 

the natural world around them and what they can do to protect our precious natural 

resources. Each page was designed to print out easily from your home computer for 

your chapter’s use. To download any of these worksheets, visit our Web site at 

www.iwla.org/YoungIkes. Then duplicate the pages as many times as needed. 

These four fun worksheets were developed specifically for kids 5 and younger: 

Kids ages 6 to 8: Kids ages 9 to 11: 

© 2011 Izaak Walton League of America

APPENDIX B: 

YOUNG IKES WORKSHEETS 


Connect the dots to discover a very common wild animal 

found across the United States. What is it 

(See answer at bottom of page) 

there were almost 

none of these left 

100 years ago. People 

stepped in to protect 

these animals, and 

today you can find 

them almost everywhere! 

young 

IKES 

A program of the 

Izaak Walton League 

of America 

Learn more about the outdoors at www.iwla.org/YoungIkes | 800-IKE-LINE 

© 2011 IzAAK WALtoN LEAguE of AmErIcA 

AnSwer: White-tailed deer. 

Target ages: 5 and under

Help the fish find its next insect meal. 

fish need clean water — and so do the insects they eat. Some insects 

can only live in water that has little or no pollution. 

young 

IKES 




Target ages: 5 and under 


© 2011 IzAAK WALtoN LEAguE of AmErIcA

All wild animals need three things to survive: 

Food, water, and a home. 

young 

IKES 




Target ages: 5 and under 



young 

IKES 




Fish and wildlife need 

clean water — and so do you! 

Keep our streams and rivers clean by 

picking up your trash and recycling 

paper, cans, and bottles. 



Target ages: 5 and under

What’s for dinner 

connect the dots to discover three hungry animals. 

young 

IKES 




Target ages: 6 to 8 

these North American animals — eagle, wolf, and snake — are looking 

for their next meals. Every wild animal, either predator or prey, has its 

place in the food chain. 



Pond Life 

Ponds are home to a variety of fish, mammals, birds, reptiles, amphibians, insects, and plants 

that live in and around the water. can you identify them 

young 

IKES 




Target ages: 6 to 8 

AnsWer: 1 Down: LILY PAD; 2 Down: cAtfISH; 3 Down: DucK; 5 Down: turtLE; 6 Down: BASS; 8 Down: ottEr 

3 Across: DrAgoNfLY; 4 Across: frog; 6 Across: BEAVEr; 7 Across: HEroN; 9 Across: SNAKE 



Wildlife Needs Dead Trees 

Many animals rely on dead and dying trees. Use the picture 

to help you unscramble the animal names below. 

lwo ___ ___ ___ 

atb ___ ___ ___ 

corncao ___ ___ ___ ___ ___ ___ ___ 

sompuos ___ ___ ___ ___ ___ ___ ___ 

oeerwopdkc 

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ 

elbete ___ ___ ___ ___ ___ ___ 

nrwe ___ ___ ___ ___ 

dslnameraa 

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ 

These trees provide many important 

benefits to wildlife, including a source 

of food and a place to rest or hide. After 

trees decay, their nutrients return to the 

soil to feed new plants. 

ANsWers: owl, bat, raccoon, opossum, woodpecker, beetle, wren, salamander 

young 

IKES 





© 

2011 IzAAK WALToN LEAgUE of AMErIcA 

Target ages: 9 to 11

signs, signs, everywhere there are signs. 

You may not always see them, but wild animals are everywhere in outdoor America. match the 

animal names to signs commonly found in nature — and learn what to look for on your next walk 

in the woods. 

BEAr 

BEAVEr 

DEEr 

EAgLE 

PorcuPINE 

rAccooN 

SANDPIPEr 

SQuIrrEL 

WooDPEcKEr 

young 

IKES 




AnsWers: Bears claw trees to sharpen their claws before a hunt. Beavers build lodges in the water. Deer shed 

antlers each year and grow new ones. Eagles nest in trees to raise their young. Porcupines are herbivores and eat 

the bark off tasty trees. raccoons eat and later leave behind an obvious animal sign. Sandpipers hunt for foot at the 

water’s edge. Squirrels love nuts! Woodpeckers bore for insects under the bark of dead or dying trees. 



Target ages: 9 to 11

APPENDIX C: 

YOUNG IKES ACTIVITY 

BOOKS ORDER FORM 


IWLA Young Ikes Activity Books 

Izaak Walton League members across the country have been leaders in connecting 

young people to hunting, fishing, conservation, and the great outdoors. 

Available in vibrant color with original illustrations on 100% recycled paper, these 

two newly-produced Young Ikes Activity Books are filled with games and puzzles 

designed to engage future conservation leaders. Activities were developed using 

age-appropriate concepts and are centered on the League’s core conservation 

mission: Defending America’s soil, air, woods, waters, and wildlife. 

These activity books are ideal for introducing youth to conservation issues, whether 

you have a Young Ikes program at your chapter or are working with youth in your 

community. Each book includes space on the back cover for you to personalize with 

chapter information (e.g., phone numbers, address, meeting dates, Web site). 

Inside each book you’ll find … 

Activities for youth ages 5 – 8: 

Soil: Matching animals and insects to their 

places above and below ground. 

Air: A maze that helps youth navigate around 

air pollutants. 

Woods: Coloring page that helps youth match 

the names and images of animals that rely on 

dead and dying trees for food and shelter. 

Waters: Crossword puzzle on animals that live 

in and around the water. 

Wildlife: Connect the dots — and the North 

American predators to their prey. 

Bonus: A hidden picture puzzle that encourages 

youth to explore outdoor America. 

Activities for youth ages 9 – 11: 

Soil: A crossword puzzle that explains problems 

caused by soil erosion and introduces organisms 

beneficial to soil health. 

Air: An energy quiz that explores the pros and cons 

of different sources of energy, including their 

potential effects on air quality. 

Woods: A word scramble using the names of animals 

that rely on dead or dying trees for food and shelter. 

Waters: Finding the differences between two 

pictures to identify actions people take that can 

improve or damage water quality in nearby streams. 

Wildlife: Matching animal names to signs left by 

wildlife. 

To view these activity books online, visit www.iwla.org/youngikes. 

(Turn over for order form)

IWLA Young Ikes Activity Books ORDER FORM 

Use this form to purchase Young Ikes Activity Books. No limit. Purchase as many sets of 200 

as you may need. Shipping and handling is included in the purchase price. All orders will be 

shipped via U.S. Postal Service Priority Mail. Please allow 10 business days for fulfillment. 

SPECIFY DESIRED QUANTITIES 

Qty. Item Unit Price Total Amount Enclosed 

____ Box of 200 Young Ikes Activity Books $100 $ _____ 

You can mix and match your Young Ikes Activity Books (YIAB) order in increments of 50. 

Please check which of the following combinations you wish to receive: 

Please check below which one of the following combinations you wish to receive: 

___ 200 YIAB Ages 5–8 (Blue/Green Cover) ONLY 

___ 

___ 

___ 

___ 

200 YIAB Ages 9–11 (Red/Orange Cover) ONLY 

150 YIAB Ages 5–8 and 50 YIAB Ages 9–11 COMBINATION 



PAYMENT 

[ ] Check/money order enclosed. Make payable to: Izaak Walton League of America (IWLA) 

[ ] Or charge my: [ ] MasterCard [ ] VISA [ ] American Express [ ] Discover 

Card No.: ___________________________________________ Expires: _________________ 

Account Name (Please Print): _____________________________________________________ 

Authorized Signature: ___________________________________________________________ 

SEND TO 

Name ______________________________________________________________________ 

Chapter Name _________________________________ Chapter ID No. ______ - _______ 

(If known) 

Street Address _______________________________________________________________ 

City ___________________________________ State ______ Zip __________ - _______ 

RETURN ORDER FORM TO 

Izaak Walton League of America 

707 Conservation Lane 

Gaithersburg, MD 20878-2983 

. 

TO ORDER DIRECT 

By Phone: Call toll-free (800) IKE-LINE (453-5463), extension 255 

(9:00 am to 5:00 pm ET, Monday through Friday). 

Fax/E-mail: You can fax your order form (with credit card information) to (301) 548-0146 

or e-mail it to: chapters@iwla.org. 

IWLA USE: FY12 – Postage/Parcel for Shipping and Handling #520. Revenue #44100-520 . REV. 12/2011

APPENDIX D: 


BOOK — AGES 5 TO 8 


FOR POSITION ONLY. 

SUPPLIED MATERIALS.

APPENDIX E: 


BOOK — AGES 9 TO 11 



SUPPLIED MATERIALS.

APPENDIX F: 

LIABILITY WAIVER AND 

PHOTO RELEASE FORM 


_________________ Chapter 


Liability Waiver and Photo Release 

*PLEASE READ THE WAIVER BELOW PRIOR TO SIGNING* 

I acknowledge that I am voluntarily participating in an Izaak Walton League 

Chapter event (activity, project and/or training course). I understand as a 

volunteer participant that I will not be paid for my services, that I will not be 

covered by any medical or other insurance coverage provided by the Izaak 

Walton League of America, and that I will not be eligible for any Workers 

Compensation benefits. 

I hereby agree that I, and anyone else claiming through me, will not make a 

claim against the Izaak Walton League of America, any of its affiliated and 

partner organizations or contractors, or either of their officers or directors 

collectively or individually, or the supplier of any materials or equipment that 

is used for such an Izaak Walton League Chapter event, or any of the 

volunteer workers, for the injury or death to me or damage to my property, 

however caused, arising from my participation in an Izaak Walton League 

Chapter event, including any such claims which allege negligent acts or 

omissions of the Izaak Walton League of America and/or other above-named 

parties. This release is intended to be broad in its effect. I hereby agree to 

accept any and all risks of injury, illness or death in connection with my 

participation in an Izaak Walton League Chapter event. I have carefully read 

this assumption of risk and general liability release agreement, and I fully 

understand its contents. I am aware that this is a release of liability and a 

legal contract between me and this Izaak Walton League Chapter, its State 

Division, if applicable, and the Izaak Walton League of America and that it 

affects my legal rights. I am signing this document of my own free will. 

I further consent to the unrestricted use by the Izaak Walton League of 

America and/or person(s) authorized by them of any photographs, 

recordings, interviews, videotapes, motion pictures, or similar audio and/or 

visual recording of me and/or my family members. 

___________________________ 

Name 

____________________________ 

Signature 

If under age 18, signed by Parent or Legal Guardian: 

___________________________ 

Name 

____________________________ 

Signature 

___________________________ 

Date

APPENDIX G: 

IWLA CHAPTER PROMOTIONAL 

POSTERS ORDER FORM 


IWLA CHAPTER PROMOTIONAL POSTERS ORDER FORM 

Youth-Related Membership League Name & Conservation Projects Outdoor Recreational 

Activities & Events Recruitment Marketing or Educational Events Events & Activities 

The Izaak Walton League has made available a set of five chapter promotional posters along with 

editing templates and “blank” poster stock for your chapter’s use. Each poster is available in 

pre-printed full-color stock (8½” x 11”) with an open section for inserting your chapter’s 

event/activity title, date, location, other contact information, and Web site. 

Using the poster stock and templates, your chapter can easily create attractive posters for your 

promotional use. Chapters are encouraged to produce and distribute their own posters and use 

them to promote specific information about their League chapter in their community! 

TO ORDER 

Use this form to request free, limited bulk quantities — up to 25 copies (of each design) at 

one time — of the “blank” IWLA chapter promotional poster sheets from the IWLA National 

Office. Please allow 10 business days for fulfillment of your order. 

DESIRED QUANTITIES 

Style Number “Poster Title” 

1. “Outdoor America’s Future” __ 5 __ 10 __ 25 

2. “Join Us At A Chapter Near You” __ 5 __ 10 __ 25 

3. “Defenders Of Soil, Air, Woods, Waters And Wildlife” __ 5 __ 10 __ 25 

4. “Conservation Is Our Mission” __ 5 __ 10 __ 25 

5. “Enjoying And Protecting America’s Outdoors” __ 5 __ 10 __ 25 

FREE Poster Editing Template and Instructions CDROM __ 1 

SEND TO 

Chapter Name ______________________________________ Chapter ID No. ______ - _______ 

(If known) 

Name _____________________________________ Officer Title _________________________ 

(If applicable) 

Street Address ___________________________________________________________________ 

City ________________________________________ State ______ Zip __________ - _______ 

RETURN REQUEST TO 




OR TO ORDER DIRECT 

By Phone: Call toll-free (800) IKE-LINE (453-5463), extension 255 

(9:00 a.m. to 5:00 p.m. EST, Monday through Friday). 

Fax: You may fax your completed order form to (301) 548-0146. E-mail: chapters@iwla.org 

NOTE 

Templates and instructions are available on a CD ROM upon request or online at 

www.iwla.org/chaptertools. IWLA USE: Postage/Parcel for Shipping and Handling #510. REV. 02/2012

APPENDIX H: 

CHAPTER PROMOTIONAL POSTER — 

YOUTH-RELATED ACTIVITIES AND EVENTS 



SUPPLIED MATERIALS.

National Conservation Center 



Phone: (301) 548-0150 Fax: (301) 548-0146 

E-mail: general@iwla.org 

www.iwla.org 

Midwest Office 

1619 Dayton Avenue, Suite 202 

St. Paul, MN 55104-6206 

Phone: (651) 649-1446 Fax: (651) 649-1494 

E-mail: midwestoffice@iwla.org

YouTh - Loudoun County Chapter of the Izaak Walton League of ...

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