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This Alberta curriculum guide, focusing on wildlife, defines competencies that: help students build daily living skills; investigate career options in logistics occupations; use technology in the logistics field effectively and efficiently; and prepare for entry into the workplace or related postsecondary programs. Section A provides information on Career and Technology Studies (CTS), such as program rationale and philosophy, general learner expectations, curriculum structure and levels of achievement, curriculum and assessment standards, and basic competencies reference guide. Section B presents strand rationale and philosophy and strand organization, including development model, levels, scope and sequence, and module descriptions. Section C addresses planning for instruction for CTS and wildlife. Sections D-F contain 17 module curriculum and assessment standards for introductory, intermediate, and advanced levels. Each module within a level contains these components: level, theme, prerequisite, module description, module parameters, and curriculum and assessment standards. The latter are found in two charts: one correlating module learner expectations, assessment criteria and conditions, and suggested emphasis and the other concepts, specific learner expectations, and teacher notes. Sections G-J provide background information and strategies for assessing student achievement and assessment tools; an overview of linkages and transitions of CTS modules with organizations; lists of learning resources; and background information, strategies, a template for developing student learning guides, and several sample student learning guides. (YLB)

Through its Public Involvement and Education (PIE) Model Projects Fund, the Puget Sound Water Quality Authority has helped local organizations provide education and public involvement programs that help solve local environmental problems. This catalog describes 96 projects successful in addressing the issue of water quality. The projects are reported in six categories: (1) Understanding Watersheds; (2) Preventing Nonpoint Pollution; (3) Preventing Stormwater Pollution; (4) Protecting Wetlands; (5) Protecting Fish, Wildlife, and Shellfish Habitat; and (6) Involving the Public in Water Quality Decisions. Each project description includes sponsors, amount of PIE funding, target audience, additional resources, area covered, purpose, products, audience responses, project coordinators, project timeline, methods uses to implement the project, and results. PIE Project selection and evaluation criteria are included in the introduction. An index is provided. (MDH)

This handbook explains the requirements for selecting, developing, evaluating, and placing a student in the Refuges and Wildlife Cooperative Education Program of the U.S. Department of the Interior. Following a brief program description, information is provided on the following topics: the responsibilities of various administrators; the program components (career occupations, purpose, objectives, eligibility, selections, appointment, work schedules, pay and benefits, travel expenses, academic expenses, classification and promotion, assignments, transfers, and termination); training program development (orientation and training, trial period, and performance appraisal); and employment after graduation. Twelve appendixes, which make up most of the document, include more detailed descriptions of the program and forms used in training. They consist of the following: (1) definitions; (2) academic occupational requirements; (3) cooperative education agreements; (4) statements of understanding; (5) orientation guide; (6) sample position descriptions; (7) sample performance standards; (8) sample training plan; (9) work period appraisal; (10) sample personnel forms; (11) sample vacancy notice; and (12) qualification standards. (KC)

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for resource conservation occupations. The list contains units (with and without subunits), competencies, and competency builders that identify the skills needed to enter these occupations. The occupational, academic, and employability skills for this occupation or occupational area are included. Within the outline are three levels of items: core, advancing, and futuring. Core items identify the knowledge, skills, and attitudes essential for entry-level employment. These items are required to be taught and will be the basis for questions on the state vocational competency tests. Advancing items identify the knowledge, skills, and attitudes needed to advance in the occupation; futuring items identify the knowledge, skills, and attitudes needed to enter and remain in a given occupation 3 to 4 years from now. Titles of the 13 units are as follows: general safety precautions; resource conservation industry; water quality management; soil conservation; mapping; nature interpretation; fish and wildlife management awareness; groundskeeping; equipment maintenance; equipment operation; facility construction and maintenance; business management; and employability skills. (YLB)

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for forest industry occupations. The list contains units (with and without subunits), competencies, and competency builders that identify the skills needed to enter these occupations. The occupational, academic, and employability skills for this occupation or occupational area are included. Within the outline are three levels of items: core, advancing, and futuring. Core items identify the knowledge, skills, and attitudes essential for entry-level employment. These items are required to be taught and will be the basis for questions on the state vocational competency tests. Advancing items identify the knowledge, skills, and attitudes needed to advance in the occupation; futuring items identify the knowledge, skills, and attitudes needed to enter and remain in a given occupation 3 to 4 years from now. Titles of the 14 units are as follows: general safety precautions; forest industry operations; forest nursery operations; forest measurements; forest establishment; forest management; tree harvesting and processing; wildland fire operations; forestry equipment maintenance; forestry equipment operation; construction skills; business management; urban forestry tree care; and employability skills. (YLB)

The National 4-H Wildlife Invitational is a competitive event to teach youth about the fundamentals of wildlife management. Youth learn that management for wildlife means management of wildlife habitat and providing for the needs of wildlife. This handbook provides information about wildlife habitat management concepts in both urban and rural settings and prepares participants for judging events. The contents and activities in the handbook are arranged in six sections in the order used by wildlife managers when deciding how to manage areas for specific wildlife species. The introduction describes how to use the handbook, preparing for contests, and general contest rules and guidelines. The second section defines 11 basic concepts on which the contest is based. The third section separates the country into 14 regions having similar climate, vegetation, and wildlife for use in the contest. The fourth section discusses habitat requirements and practices useful for managing habitat for the birds, mammals, and other species listed in the Regions section. The fifth section lists alphabetically 43 practices used to manage habitat. A general description of each practice and its effect on habitat are provided. The sixth section describes the five activities in which each contestant is expected to participate. Additional information includes criteria for scoring the contest, and a glossary of 71 terms. Contains 55 references. (MDH)

This color-coded teacher's guide contains curriculum materials designed to help students develop an awareness of renewable and nonrenewable natural resources and to identify occupations in the area of natural resources. The guide contains nine units, each of which includes some or all of the following basic components: objective sheet, suggested activities for the teacher, instructor supplements, transparency masters, information sheet, assignment sheets, assignment sheet answers, job sheets, practical tests, written test, and answers to written test. Units cover the following topics: introduction to natural resources and conservation; water resource management; land management; air resource management; wildlife management; wildlife habitats; outdoor recreation; forestry; and energy resources. All of the units focus on measurable and observable learning outcomes. They are designed for use in more than one lesson or class period of instruction. (KC)

This document is designed for use by teachers of Agricultural Production and Management courses in North Carolina. It updates the competencies and content outlines from the previous guide. It lists core and optional competencies for two courses in seven areas as follows: leadership; supervised agricultural experience programs; animal science; plant and soil science; agricultural mechanics; agricultural business management; and forestry and wildlife management. For each unit of instruction, the guide includes unit titles, the competencies to be taught, the suggested teaching length, the specific instructional objectives related to each competency, general information related to the unit, a content outline, suggested teaching activities, and references for the unit. A 113-item reference list is included. It includes 83 books, 15 sources of audiovisual materials, 7 sources of computer programs in agriculture, and 8 sources of curriculum guides and instructional materials. The reference list includes textbooks on the state adopted textbook list and many that were not adopted by North Carolina. (CML)

This source book provides guidance and technical assistance material on utilizing forest, agricultural, and scenic and wildlife resources for rural economic development. The document focuses on the uniqueness of existing rural resources for new enterprise opportunities. Natural resource-based economic development strategies are a means to diversified development, improving upon one-industry dependency, a problem generic to rural areas. The intent of the publication is to help local leaders recouple their communities' natural-resource assets with their economic engines and thereby to strengthen, expand diversify, and add value to their natural resource-based enterprises. The information is presented on each subject in a question-answer format for use by community leaders in encouraging group discussions. The guidance materials were prepared on the following subjects: forest and wildlife resources in rural economic development; the forest industry park as a rural development strategy; agriculture resources in rural economic development; organizing a food industry association; and developing small-scale aquaculture enterprises. Four sections contain annotated bibliographies of technical assistance materials relevant to the given subjects and a listing of periodicals and newsletters. (TES)

These student and teacher guides are designed for a secondary-level course in natural resources that focuses on renewable and nonrenewable natural resources, methods of protecting the environment, and the various careers and technologies available in the natural resources area. The following topics are covered in the course's 10 units: outdoor safety and first aid, natural resources and conservation, water resource management, land management, air resource management, energy resources, forestry, wildlife management, wildlife habitats, and outdoor recreation. Each unit in the student guide contains some or all of the following: objective sheets, information sheets, student supplements, assignment sheets, and job sheets the last two of which are contained in the student workbook. The teacher edition and teacher component portion of the accompanying CD-ROM contain some or all of the following: how to use this product; competency profile; crosswalk to the Oklahoma Natural Resource Duty/Task List; instructional/task analysis; basic skill icons and classifications; basic skills matrix; tools, equipment, and materials lists; glossary of terms; and course units. Each unit in the teacher edition contains some or all of the following: suggested activities and lesson plans; answers to reviews, assignment sheets, and written tests; written tests; teacher supplements; and transparency forms. In addition to teacher components, the accompanying CD-ROM includes the following student components: objective sheet, information sheet, assignment sheet, and job sheet. (MO)

This teacher's guide offers background information that teachers can use to incorporate topics related to agriculture and the environment into the curriculum. Classroom activities to bring these topics alive for students in grades 6-9 are suggested. Chapters include: (1) Pesticides and Integrated Pest Management; (2) Food Safety; (3) Water Quality; (4) Understanding Wetlands; and (5) Endangered Species. Contains 44 references. (WRM)

This teacher's guide explores forest diversity, from learning about different kind of trees to understanding how the layers in a forest provide habitat for all kinds of animals and insects. Each chapter offers useful introductory material and clear objectives, followed by fun activities that encourage exploration while teaching important skills. Chapters include: (1) "What is a Forest?"; (2) "What Kind of Forest?"; (3) "Learning to Identify Trees"; (4) "Layers in the Forest"; (5) "Sun and Shade in the Forest"; (6) "Wind, Water and Soil in the Forest"; (7) "Baby Trees, Big Trees, Dead Trees"; (8) "Ways of Harvesting and Forest Issues"; (9) "Boards, Furniture, Paper and Even Violins"; (10) "Seeing Wildlife"; (11) "Reading the Secret Stories Told by Animal 'Signs'"; (12) "Owls"; (13) "Deer and Moose"; (14) "Bears"; and (15) "Now What is a Forest?" (CCM)

The purpose of this book is to introduce students to writing for the lay public about a few of the many public issues that affect the ecosystems in which we live. This document responds to growing national concerns about student cognitive development and a growing interest in writing across the curriculum. Part I, Chapter 1 is a self-contained section in which students are introduced to science writing and the importance of accuracy. In Chapter 1, students also learn the difference between basic science and applied science, and three types of science writing are explained. Part II features Chapters 2-5 that introduce specific environmental topics followed by readings that illustrate some of the various formats in which science writing is produced. An Appendix contains an extensive list of contacts for more information. (WRM)

This document contains a teaching guide and a children's activity book about the wild horses and burros living on Nevada public lands managed by the Bureau of Land Management (BLM). In 1971 Congress passed legislation to protect, manage, and control wild horses and burros on public lands. The BLM maintains 270 herd management areas in 10 states. As part of its efforts to maintain a thriving ecological balance in these areas, the BLM offers excess horses and burros to the public for "adoption." The teacher's guide contains a fact sheet on wild horses and burros and adoption procedures; a glossary; and five lesson plans covering awareness of wild horses and burros and their origin, terminology concerning wild horses and burros and their natural environment, ecological facts, art activities, and learning activities. Student materials, aimed at approximately the 4th grade level, is a coloring book with text that includes word puzzles and drawings that illustrate parts of the horse and Indian markings used on prize war horses. This document contains numerous pictures. (SV)

This guide was prepared for the use of Forest Service field-based interpreters of the management, protection, and use of forest and range resources and the associated human, cultural, and natural history found on these lands. It consists of basic forest and range wildlife information. Sections in the publication include: (1) What is Wildlife; (2) Basic Needs of Wildlife; (3) Properties of Fish and Wildlife Populations; (4) Uses of Wildlife; (5) Wildlife Management - A Brief Review; and (6) What of the Future? (RH)

Material in this teaching guide includes: (1) an introduction to the unit; (2) a discussion of the sections of the unit; (3) instructional objectives; (4) suggestions for use of filmstrips, worksheets, reference materials, and activity cards; and (5) an outline of the unit. These materials have been validated as successful, cost-effective, and exportable by the standards and guidelines of the U.S. Office of Education. (RH)

This curriculum guide in agricultural resources is one of 10 guides developed as part of a vocational project stressing agribusiness, natural resources, and environmental protection. The scope of this guide includes eight occupational subgroups: fish, forestry, mining area restoration, outdoor recreation, soil, range, water, and wildlife. It is meant as an aid to all who are involved in the curriculum planning phases prior to classroom instruction. Each unit has seven elements to be used for developing specific curriculum and curriculum materials: unit concept, student performance objectives, instructional areas, examples of learning activities, examples of evaluation processes, instructional materials or equipment, and references. Appendixes list recommended materials and equipment, additional references, and selected professional and technical societies. (Author/JC)

This curriculum guide offers guidelines for structuring a course which exposes the students to various environmental careers. The guide is divided into three sections. The first section offers information about such a course: course description, purpose, credits, special or unique aspects, physical facilities, equipment, major materials, teacher certification, and evaluation. Section two includes 26 teaching units such as ecological systems, construction for outdoor recreation, camp management operation, and air in the environment. Each unit contains a work sheet with unit title, unit objectives, teaching sequence, unit length, prerequisites, evaluation, instruction materials, and general comments. The unit guidelines include the title of the unit, teaching objectives, content, suggested teaching-learning experiences, suggested evaluation methods, and suggested resource materials. The third section contains six appendices: Sources of Additional Reference Materials, Regional Listing of Natural and Man-Made Environmental Locations in North Carolina, Films and Visual Materials, Environmental Yearbooks, Suggestions and Procedures in Developing Nature Trails, and Suggestions and Procedures for Developing Teaching-Learning Stations. (TK)

The program planning guide for agricultural resources was written to assist Applied Biological and Agricultural Occupations (ABAO) teachers in enriching existing programs and/or to provide the basis for expansion of offerings to include additional materials for the cluster areas of forests, recreation, soil, wildlife, and other agricultural resources. Each guide includes the following components: an introduction (brief discussion of the subject matter); sample job titles and cluster areas (major job titles, D.O.T. numbers, O.E. numbers, and information about salaries, educational requirements, and career advancement opportunities); competencies for cluster areas and for job titles, stated as behavioral objectives; a core course outline (a representative sample of how a curriculum should be constructed, including references); sample teaching plans designed for one to five days in length (comprising cluster areas, unit titles, problem areas, a brief introduction, student performance objectives, a detailed outline of instructional content, learning activities, special materials and equipment, and student references). Also included are: specific and selected references; a brief description of school facilities; lists of equipment, supplies, and audiovisual materials; and a partial list of ways to increase teacher competencies. (BP)

This learning package is designed to portray to upper elementary and junior high school students the various factors influencing the relationship of wild horses and burros to their environment in the Western United States. Protested by the Wild and Free-Roaming Horse and Burro Act of 1971, the thousands of protected horses and burros pose a challenge to government leaders, land managers, ranchers, and citizens as they consider methods for managing growing herds on public lands. Discussed are the role of wild horses and burros in Western history; their relationship to their ecosystem; the need for management; and management alternatives and land use decisions. The package includes a teacher's guide and activity poster. It is designed to be used with the film "Dapples and Grays, Pintos and Bays," and a children's story, "Thank You for Helping Us." (RE)

This guide provides information and activities descriptions designed to allow the teacher to use wildlife concepts in the teaching of various subjects. The author suggests that wildlife and animals are tremendous motivators for children and hold their attention. In the process, concepts of wildlife interaction with man and the environment are taught along with the major subject. The guide does not presuppose an extensive knowledge of science. In addition to activities and concepts tailored for a variety of classroom subjects, the guide provides a history of American wildlife, a presentation of basic concepts of wildlife education, and a bibliography of field guides, activities, life histories, and periodicals of interest to the classroom teacher seeking to use their technique. (RE)

The guide is one in a series for teachers, students, and community members to help them utilize community resources in developing and teaching environmental concepts, responsibility, and problem solving. This particular guide focuses on social studies and language arts aspects of environmental education for sixth graders. Background information and activities are based on the Indian River County environment in Florida. An introduction explains that there are five forest types in the county, which is a scenic and recreation area. Ten major areas of environmental and human concern in the county include water pollution abatement, solid waste disposal, and rare and endangered habitats. Endangered and threatened wildlife are identified. Section one presents 13 social studies activities based on two major concepts: (1) as population increases, its effects on the environment change, and (2) although resources are finite, there are almost infinite demands on those resources. Activities involve creation and observation of terrarium life and simulation of different community members' water needs. Section II presents six language arts activities based on the concept that as population increases, its effects on the environment become more pronounced. Activities include calculation of birth and death rates, and writing poetry about ecology. A concluding section outlines Florida school regulations concerning educational field trips. (AV)

This manual is intended to integrate the two disciplines of wildlife management and city planning. It seeks to provide a basis for communication between practitioners in the two disciplines as well as providing guidelines for wildlife management within the urban setting. Information on wildlife typically found in the urban area is provided along with discussion of their needs. Technical guidance on incorporation of wildlife considerations for the planning process is provided. The document also discusses the impact of environmental influences of the city on wildlife. (RE)

This investigation focuses on the life cycle of the yellow perch, the factors which can affect perch populations at each stage of the life cycle, and the methods used to manage Lake Erie perch populations. The investigation is presented in the form of a teachers' guide and a students' guide. It consists of two games related to the management of perch. The first game introduces the perch life cycle and forces which act on the population. The second game presents roles for the student to assume in a group planning situation for development of perch management policy for Lake Erie. An overview is given, followed by the prerequisite student background for success in the lesson. Necessary materials are listed. (Author/SA)

Included are seven lesson plans for secondary school students: (1) soil investigations; (2) water investigations; (3) forest investigations; (4) investigating some animals and their environment; (5) a land use simulation; (6) investigating the human community; and (7) developing environmental investigations. Each lesson plan has seven components: (1) suggestions for setting the stage; (2) individual or group activities; (3) task cards for activities; (4) charts and tables for data interpretation; (5) suggested questions and discussion points; (6) anticipated behavioral outcomes; and (7) a list of equipment needs. (RE)

This teacher's guide, and accompanying set of 24 activity packets, is designed to direct outdoor learning experiences by students. Information is collected and then shared in large group classroom discussion. The 24 activity packets are divided into levels; Level I is recommended for grades 4-6 and Level II for grades 7-12. Each guide is a complete description of an investigation involving an environmental topic or issue. Each activity guide includes a synopsis, environmental goals, background, purpose, objectives, materials needed, introduction, and activity description. (RE)