An environmentalist group known as the Southern Wisconsin Bird Alliance (SoWBA) lectured a Wisconsin 5th-grade class about “LGBTQIAP+” plants and animals.
In a Facebook post, SoWBA stated, “We know that there is a beautifully wide range of ways that humans identify, and scientists have learned that there are many examples of plants and animals that are LGBTQIAP+ in nature, too! We created a lesson on this topic last year and recently shared with one of our fifth grade groups.”
A full lesson plan and Google Slides presentation are available on the organization’s website. In the lesson plan, the organization lists a series of supposedly “LGBTQIAP+” animals, such as the clown fish.
“When clownfish are born, they’re ‘undifferentiated,’” reads the lesson plan. “They have tissue inside their bodies that can become ovaries and also tissue that can become testes. If the dominant female is removed, the largest male will transition to become female. They take their place, and start producing eggs instead of sperm.”
SoWBA transparently wants students to learn that human so-called “gender transitions” are normal and natural. Of course, the various reproductive processes detailed in the lesson plan are indeed natural to those animals. However, chemical castration and genital mutilation in humans is not normal. In fact, cross-sex hormones and transgender surgeries lead to a myriad of short and long-term health consequences.
SoWBA suggests that teachers begin the lesson by saying, “Today we’re learning about LGBTQIAP+ in Nature. Who knows what those letters stand for? Lesbian, gay, bisexual, transgender, queer/questioning, intersex, asexual/aromantic/agender, pansexual/polysexual.”
Elsewhere in the lesson plan, it encourages teachers with “young kids,” to use “words like ‘sex’ and ‘gender’” because it “helps lay a solid foundation that these topics are not taboo and are just cool science!” SoWBA adds that “Starting with—or only teaching—the Nonbinary hummingbird story works great!”
For “middle and high school” students, the organization tells the teachers to, “Have kids discuss and/or research why wildlife research on non-cis non-hetero animals has been absent until recently. Was it the scientists themselves choosing to ignore it? Was it the people funding the research steering it? Something else? All of it?”
According to its website, SoWBA partners with “local schools and community centers” to share its “nature-based education programs,” but it’s unclear which publicly funded schools and community centers have partnered with the organization.
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