Subject: Science, Social Studies, Art

Theme: National Park Idea

Students will learn the criteria that areas must meet in order to be considered for designation as a national park and then create a depiction of a well-managed national park.

Students inventory the green spaces in their local area and apply the national park criteria to determine the location of their national park. Students, then, work together to build a national park, choosing to represent it in a mural, three-dimensional model, photo display, or other visual form.

Areas are added to the National Park System by an act of Congress or by presidential proclamation. However, before Congress decides about creating a new park, it needs information about the quality of the resource and whether it meets established criteria. The National Park Service answers such questions by conducting studies that gather basic data about an area to determine its level of significance. If an area meets the standards of national significance, additional information is gathered about its suitability as a park unit and alternatives for management and protection. If an area does not meet the standards of national significance, the National Park Service will suggest other appropriate state, local or private actions.

Proposals for additions to the National Park System may come from public, state and local officials, Indian tribes, members of Congress, or the National Park Service. To be eligible for favorable consideration as a unit of the National Park System, an area must possess nationally significant natural, cultural, or recreational resources; be a suitable and feasible addition to the System; and require direct National Park Service management instead of protection by some other governmental agency or by the private sector.

The National Park Service is responsible for carefully screening proposals for new park units to ensure that only the most outstanding resources are added to the National Park Service.

A proposed unit will be considered nationally significant if it meets all four of the following standards:

• It is an outstanding example of a particular type of resource.

• It possesses exceptional value or quality in illustrating or interpreting the natural or cultural themes of our nation’s heritage.

• It offers superlative opportunities for recreation, for public use and enjoyment, or for scientific study.

• It retains a high degree of integrity as a true, accurate, and relatively unspoiled example of the resource.

Natural area examples may include a rare remnant natural landscape, a site that possesses exceptional ecological diversity, a site that contains rare or unusually abundant fossil deposits, a site that harbors rare plants or animals, or an area that has outstanding scenic qualities.

An area that is nationally significant also must meet criteria for suitability and feasibility to qualify as a potential addition to the National Park System. To be suitable, an area must represent a natural or cultural theme or type of recreational resource that is not already adequately represented in the System or is not comparable represented and protected for public enjoyment by another land-managing entity.

The third criterion that must be met for a new unit to merit inclusion within the System is feasibility. The definition requires that several standards be met. For example: the size and configuration of the potential park site must be sufficient and appropriate to protect the resources and to accommodate public use; assess and development patterns and potential must be realistic so that the part can be created; and land acquisition costs must be reasonable; and any threats to the resources must be noted.

Areas deemed significant, suitable, and feasible do not always become part of the System. The National Park Service must also examine other management options. State or local governments, tribal groups, the private sector, or other federal agencies may better protect some areas. An area will not be recommended for inclusion in the National Park System if another arrangement can provide adequate protection and opportunities for public enjoyment. The public also participates in the process through workshops, meetings, and by reviewing draft documents. Congress decides if an area should be added to the System or if some other action might be appropriate.

Newsprint, markers

Paper, Pencils

Ask the students how they think national parks are created. Introduce the terms national significance, suitability, and feasibility and discuss what they mean.

Explain to the students that they are going to create their national park, but first they must identify potential sites and inventory the areas to find out what’s there. For this activity, focus on areas with natural features.

Ask the class to name the green spaces (natural areas) in their neighborhood they think would make a suitable national park and record the names on newsprint. They can choose existing parks and/or areas that have significant natural features. Choose real places large enough to allow students to address a variety of physical elements and planning issues.

Depending on the number of locations, you can do the inventory exercise as a class activity or assign a location to each work group.

Complete the inventory process using the Inventory Chart or make a list on newsprint. If possible, have the students walk the area(s) to be inventoried.

After the inventory process is completed, refer back to the national park criteria and have the students decide which site ranks the highest -- which site has the most significant features, is not represented elsewhere in the neighborhood, and is of sufficient size to ensure protection and accommodate public use. The most important part of this activity is for the students to determine what is significant and worth protecting in their neighborhood. Once the class agrees on the selection, it becomes part of the "National Park System." Conclude by asking the students to select a name for their national park. Put the inventory information on the wall so students can refer to it as they build their park.

Ask the students to decide how they, as a class, will represent the park. They can make a mural, a three-dimensional model, a photo display, or choose another method. Consider space limitations. Try to select an area in the classroom where the park can be left for a period of time so you can use it to reinforce other lessons and share the model with other students in the school.

Divide the work among the different groups. Each group can work on a different category like trails, transportation, etc., or you can assign each group to work on all the categories in different geographic regions of the park.

Subjects the students need to consider include:

trails waste disposal

restrooms protection of resources

recreation activities (boating parking

fishing, swimming, camping housing (staff)

snowmobiling, blading) historic structures

transportation new buildings/development

education/interpretation boundaries

orientation hours of operation

lodging scenic overlooks

food service boardwalks

safety of visitors utilities (power, telephone)

As the students construct the park, discuss the different jobs and the required skills/knowledge involved in managing a park: biologist, planner, maintenance, administration, visitor protection, interpreter, teacher, safety specialist, manager, historian, botanist, and recreation specialist.

The mission statement for the National Park Service directs the Park Service to: "…conserve the scenery and the natural and historic objects and the wildlife therein and to provide for the enjoyment of the same in such manner and by such means as will leave them unimpaired for the enjoyment of future generations." Have students develop a mission statement for their own park and a patch, which represents the key elements. When the park is completed, have the students make a presentation to parents and other classes. Ask students to address: park mission, how visitors use the park, how natural resources are protected, and issues involved in managing the park.

Divide students into small groups. Ask each group to compose a definition, which describes each of the three criteria, which an area must meet in order to be considered for inclusion into the National Park System. For some classes, it might be helpful to write the three key words of the criteria on the board: significance, suitability, and feasibility.

Ask students to write what they have learned about successfully managing a national park. Post these learning summaries on bulletin board for display during class presentation of their national park

• Discuss the National Park Service’s criteria for establishing new parks. Ask the students if they would change or add anything to the criteria.

• Find our if there are any areas in your neighborhood under consideration for state or national park status. Contact your state or local planning commission and request a copy of the planning documents to review with your students.

• Have the students select one of more national parks to find out why they were established. Ask the students to apply the national park criteria to these parks and decide if the parks meet the criteria. Discuss reasons why there may be differences of opinion.

• Have the students research their state system of parks to find out how and why state parks are established and discuss their findings.

• Ask the students to think of ways to publicize their park. Have them develop a brochure to d describe their park.

• Ask students to research other designations for protected areas, such as state parks, city and county parks, World Heritage Sites, reserves, monuments, etc. Have students map protected areas in their state. What are the differences between designations?

Expedition: Yellowstone! Curriculum