Every community is unique. Each has its own historical background, natural resources, attractions, and unique features.
A human community is a group of people who live and interact with one another in a specific region under relatively similar conditions. A natural community is a group of plants and animals that live and interact with one another in a specific region under similar environmental conditions.
Our human communities are essential for our daily life. They satisfy our needs for food, and shelter, as well as provide social interactions. Human communities are dependent on the larger natural community which contains the soil, water, air, plants, and animals on which the human community is sustained.
Do the human and natural communities share any history in your area? Did a change in either the natural or human community impact the other?
Explore your community’s history with your students, looking for an overlap with the natural community. Check out these websites to help get you started.
- Teaching with Historic Places
- Iowa Folklife: Our People, Communities and Traditions
- Iowa Public TV Pathways
- Explorations in Iowa History Project
- Making Family and Community Connections
Add in your local natural history, too! Check out the WILD Resources below to help out.
Project WILD suggested activities:
- A Picture is Worth a Thousand Words (grades 6-8, 9-12) – unlock clues to the history, technology, and practice of wildlife management… all in a photo
- Back from the Brink (grades 9-12) – what drives a species to the edge of extinction and what does it take for a population to recover
- Muskox Maneuvers (grades 3-5, 6-8) – students will evaluate the effectiveness of some adaptations in a predator-prey relationships in a natural community.
- Owl Pellets (grades 3-5, 6-8) – unlock the secrets of a food chain
- Trophic Transfer (grades 3-5, 6-8) – energy flow in an ecosystem
Cross-reference to these Project WILD units:
Aquatic WILD suggested activities:
- Watered-Down History (grades 6-8) – investigate the history of a chosen waterway through research methods, recorded personal interviews, and public records
- Where Does Water Run? (grades 6-8, 9-12) – design and implement a field investigation involving relationships between levels of precipitation, runoff, and percentage of impervious ground cover