Soil and District Envirothon Planning Guide

Virginia Association of & Water Conservation Districts Envirothon Contact: Beth Sokolik, Education & Training Coordinator Phone: 1-800-727-6354 E-Mail: [email protected]

What is the Envirothon  Getting Started ...... 5  Forming an Envirothon Committee ...... 6

Planning Local and Area Competitions  Planning ...... 8  Testing ...... 16  Training ...... 20

Marketing the Envirothon Program  Fact Sheet ...... 23

Appendices  Sample Registration Form ...... 25  Test Writing Workshop ...... 29  Sample Test Questions ...... 32  Sample Evaluation Form ...... 46  Sample Rotation Schedule ...... 55

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The Envirothon is a very difficult program to define because it is more an experience than a thing. As a result, people who are new to the program and have not had a chance to experience Envirothon training and competition, struggle with exactly what the program is all about. The following definition will provide people who are just learning about the Envirothon with a starting place and people experienced with the program a handy definition to use when asked “What is the Envirothon?”

. . . . . The Envirothon is a multidisciplinary, environmental problem-solving program culminating in an annual series of competitions. Teams of five high- school students train and compete in the areas of , aquatics, , , and current environmental issues. Teams are provided with reference material and participate in hands-on training to acquire the knowledge and skills needed in each of the testing areas. The Virginia Envirothon, as well as many other states, includes an oral presentation component to the competition. Students learn, in real-life context, the complexities of solving environmental problems while working as a team and having fun.

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History of the Envirothon

The Envirothon Program started in 1979 in Pennsylvania. The Pennsylvania Association of Conservation Districts sponsored the program as an outdoor hands-on competition and local competitions were held in three districts.

In 1980, the name of the competition was shorted to Enviro-Olympics. In the next several years the program continued to slowly grow and in 1984, the first Pennsylvania State Enviro- Olympics was held. By 1985, the competition had grown to 15 districts and 40 by 1987.

In 1988, the name was changed to the current name: Envirothon. Pennsylvania was joined by Ohio and Massachusetts at the First National Envirothon. The program has grown quickly since then; a total of 41 states and 7 Canadian provinces participated in the 2001 National Envirothon held in Raymond, Mississippi.

Each year the Envirothon touches and positively influences the lives of over 500,000 young people across the country. That number will continue to grow as additional states become involved. More and more inquiries are made of the host state each year. Inquiries have come from around the world including States, Provinces, Mexican States, Turkey, Japan, and Australia. The Envirothon is truly becoming International in scope. Thanks to dedicated volunteers, staff of cooperating agencies, teachers and advisors, enthusiastic students, and valuable support and sponsorship from organizations like Canon U.S.A., Monsanto Chemical Company, the American Clean Water Foundation, the U.S. Forest Service, the National Association of Conservation Districts, the Soil and Water Society, and many others, the Envirothon has proven to be an exciting and useful tool for incorporating environmental education into high school classrooms.

The Envirothon has two basic components; the competitions and the training that takes place prior to competition. The competition is the most visible portion of the program. It consists of national, state, and sometimes regional or county events. Regional and state competitions are held in the spring of the year. The winning team from each state advances to the National Envirothon which is usually held the first week in August. The National Envirothon is hosted by a different state each year.

A large part of what makes the Envirothon an educational program takes place well in advance of competition. Early in the school year teams of high school students, lead by an advisor, begin the process of training. Teams usually meet once a week from late autumn until competitions in the spring. Preparation for an Envirothon typically includes: studying resource materials; field trips to natural area; museums or other areas of interest; and presentations given by professionals working in natural resource related fields. It is through these learning activities that teams increase their knowledge of and ability to handle complex environmental and natural resource issues. The Envirothon program has been growing rapidly throughout the in the last few years. More schools are becoming interested in the program, and the number of teams participating in Virginia is also increasing. It is the goal of this guide book to provide you with all the information needed to establish a firm foundation from which you can build a strong Envirothon Program.

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Visit an Envirothon

The best way to learn about the Envirothon is to attend a competition. Being present at an Envirothon will allow you the change to speak with people involved in every aspect of the program: volunteers, judges, testing station personnel, team advisors, and participants.

Build partnerships

Partnerships are essential in helping Envirothon participants, as well as coaches, understand complex environmental and natural resource issues. Developing a program that reflects real life requires the input of people from different backgrounds working together.

Providing teams with field experiences and quality information is accomplished when people with the expertise are invited to take part in planning an Envirothon and training teams. Teams cannot acquire the knowledge or skills needed to become active decision makers without this kind of input. Research indicates that students’ motivation to take part in environmental decision making benefits from the interaction with adult role models.

Partnerships within the Envirothon are not limited to those conducting training sessions and planning competitions. Envirothon teams are found within a variety of organizations other than schools such as 4-H, FFA, Scouts, Boys and Girls Clubs and other community youth groups. Be creative, search out the youth organizations in your area that might have an interested in the Envirothon.

Generate initial interest

Starting an Envirothon program involves bringing together interested persons from as many different agencies and backgrounds as is practical. How can you go about generating that kind of involvement?

. Distribute the Envirothon Coaches Handbook to interested parties . Meet with your local School Board and show the Envirothon Powerpoint Presentation . Send Envirothon brochures and fact sheets to Science Supervisors for distribution . Schedule a curriculum workshop with County Science Supervisors . Provide copies of letters of endorsement for the Envirothon Program from the Virginia Department of Education

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Members

It is recommended that each SWCD Area form an Envirothon Committe. The members should consist of district personnel, resource agency personnel and other interested parties in the Envirothon.

Sub-Committees

There are a number of ways to delegate the responsibilities for your Envirothon Competition. The following list of subcommittees and associated duties provides a basic structure.

Public Relations –

. Develop a publicity budget . Develop a logo . Design and order t-shirts if desired (T-shirts are not mandatory and excluding them is a way to cut down on cost during low budget years. Contact VASWCD for low-cost t-shirt contacts). . Coordinate the development, printing and mailing of Envirothon flyers . Write and distribute news releases . Seek media coverage . Submit articles to be used in district and agency newsletters . Invite resource professionals, colleges and organizations to set up displays

Resource Information –

. Compile resource guides for advisors . Update resource guides as needed . Compile resource materials for each year’s current issue . Submit an estimate of purchase, printing and mailing costs to coordinator . Oversee distribution of the resource guides

Volunteer Coordinator –

. Compile a list of volunteers needs from other committees . Develop a master list of volunteer needs and duties . Secure volunteers to meet each need . Communicate with volunteers as to location and times of competition . Coordinate volunteers on the day of the competition . Decide on some form of volunteer recognition

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Site -

. Develop site criteria . Research and evaluate possible sites . Develop a map to the site . Arrange for parking . Determine services of the location (electricity, covered areas in case of poor weather, bathrooms, lodging/camping facilities if necessary) . Provide testing subcommittee with detailed information about the site and suggestions for station locations . Signs (to site and stations) . Arrange for lunch or meals as needed . Inquire with soils station judge if a soils pit is necessary (if so, this will need to be taken into account for site criteria).

Testing and Educational Activities –

. Secure agency sponsors and volunteers for each station . Arrange site visitation for test writers . Provide test writing guidelines and station objectives to people constructing the site tests . Review draft tests . Secure answer keys . Develop a scoring procedure . Compile a list of needs . Decide on speaker for the day . Decide on amount of time needed at each station . Photocopy test materials for the competition . Evaluate the tests to make recommendations for next year

Registration and Awards –

. Work with other committees to set a registration fee based on budget (who is responsible for covering this cost varies by Area-it is up to the discretion of your committee) . Develop registration form . Include Grade Level & Race in registration forms to be included in VASWCD Area Envirothon grant report. . Send out registration forms . Collect registration fees . Make and label registration packets (schedule, name tags, evaluation for, site rules, competition rules) . T-shirt distribution . List of award options and costs . Secure awards for the competition . Decide on format for the awards presentation. 7

The Planning Stage

Contact schools

. Send out information packets to schools, scout leader, 4-H, etc. . Send out letters to last year’s participants . Research dates that are not good for most schools due to testing, proms, graduation, etc.

Provide support for new schools interested in forming teams

. Send out resource materials to new schools . Give them the name and phone number of SWCD employees willing to provide training support

Prepare information about the year’s current issue and compile resource materials. Update established resource materials if necessary and distribute.

Select a site and CONSIDER:

. Accessibility . Restrooms . Picnic/Lunch Area . Appropriate for stations . Poor weather provisions . Parking . Insurance

Station test writers visit the site

. Set locations for stations . Consider potential hazards or contingencies . Generate ideas for site specific questions . Generate ideas for cross disciplinary questions and problem solving

Select a date and CONSIDER:

. Normal weather patterns in your state . School calendars: vacation days, final exams, prom . The pros and cons of holding the event on a school day

8 Finalize decisions about registration fees

Set a date for registration deadline

Inform potential team advisors of Envirothon date, location, and registration deadline. Also send a copy of rules and regulations

Inform local representatives of the Envirothon cooperating agencies to inform them of the date and location of this year’s competition.

Set a timeline for test construction

. Site visitation . Draft questions . Review of draft tests . Compiling and copying tests

Develop a schedule for your Envirothon. Be sure to find out the earliest time teams can arrive and when they need to depart. What type of social and educational activities are you planning to provide?

Compile a list of volunteer needs and duties

Secure volunteers to fill positions

Develop a location map and directions for your Envirothon site

Develop a site map showing the testing stations, rest rooms, first aid areas and other pertinent information.

Have signs made for the Envirothon stations, registration area, etc.

Decide what type of awards you want to present to participants

Arrange for meals during the competition. Don’t forget snacks.

Decide whether or not to have displays from professionals/organizations

9 One Month Prior to the Competition

Order T-shirts

Send out information packet to advisors. Contents should include:

. Directions to the site . Schedule for the competition . Information about lunch . Emergency medical forms . A list of any items needed for the day

Send out confirmation letters to volunteers. Contents should include:

. Position/role . Who they should report to and what time . Directions to the site . Schedule for the competition . Lunch Information . A list of any items needed for the day

Develop evaluation forms for team advisors, team members and volunteers

Prepare a news release on the Envirothon

Invite guest speakers, special guests.

Invite the local media to the Envirothon and provide and informational packet

Secure a first-aid volunteer for the event

Put together information packets for the teams to pick up when they register. The packets should include:

. Name tags . Copies of the station map and rotation schedule . Evaluation forms

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The Day of the Competition

Arrive at the site early to post direction signs, station markers and tents if necessary.

Be sure to take along:

. Masking tape . Scissors . Paper . Pencils . Rope . Clip boards . Markers . Calculators . Trash bags

Have opening and closing remarks ready.

Briefly go over the procedures and rules with the teams and advisors before the competition. Point out restroom facilities, first aid areas and Envirothon Coordinators and Volunteers.

Take enough copies of the tests and evaluations.

Take along the information packets for the media and assign someone to meet representatives and guests.

After the Envirothon

Send out news releases with the Envirothon results. Be sure to include a picture of the winning team.

Compile comments on evaluation forms. Needed changes should be noted and placed on file for next year’s Envirothon.

Send out thank you notes to:

. Team advisors . Agency representatives . Volunteers . Donors of food, beverages, awards, etc. . Site owners/officials

Summarize Envirothon budget and expenses and forward to the State Envirothon Coordinator

Make arrangements for the winning team to move on to the next level of competition.

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The Great Date Debate

What is the best day for you to hold an Envirothon ? No one has yet to come up with a definitive answer to that question. Here are a few considerations:

. What month has the best chance for having good weather? March or April . How close together are you willing to have the local and Area Competitions? . Will schools in your area support allowing students to be out of school during the week? . When are proms, graduation, and AP and final exams being held? . Are teachers and students willing to attend the competition after school is out? . Are there any time restrictions on the site you are intending to use?

Site Selection

There are many things to consider when you select a site for your event. One of the first items to consider is the type of facility you want to use.

Nature centers, county or state parks, state forests or wildlife areas are common options. They often provide a variety of habitat areas which can be used to set up testing stations and provide support staff to help you organize your event. If you are planning to have participants stay overnight, these facilities usually do not have on-site accommodations. You will need to make arrangements with a nearby hotel/motel which adds additional costs. Choosing this option also requires you to make additional arrangements for transportation.

Camps and environmental education centers are commonly used for multiple-day Envirothon events. They are inexpensive and provide housing and meals on-site. Having students centralized for meals provides an opportunity to conveniently make announcements. Housing participants in cabins allows teams time to get to know each other. These types of facilities usually give the Envirothon an outdoorsy feel and promote greater interaction between the groups.

When setting up your first Envirothon, you may want to consider a convenient location. By centrally locating the testing site, transportation arrangements and time commitments will be less likely to deter first-timers.

After considering the type of facility you prefer to use and the general location, you can start making contacts. Directories of nature centers and cmpas in your ares should be available at your local library. Initiarl information can be obtained by telephone. You will want to know:

. Can the facility accommodate a group of your size ? . Does your facility carry liability insurance that covers visitors and user groups ? . What are the costs for using the facility ? . What services do they provide ? 12 . On which dates is the facility available ? . Are there potential areas for setting up testing stations ?

From your initial phone interviews, you can narrow your choices to three or four. The next step is to visit the site and consider the following:

. Accessibility . Location and number of restrooms . Picnic or lunch area . Areas for testing stations . Provisions for poor weather . Parking . Other users of the facility . Potential safety hazards – cliffs, water, etc.

There should be a place for assessment of the facility on the evaluation forms. Receiving feedback about the chosen facility from participants, coaches and volunteers will help you make decisions in the years to come.

Insurance

Facilities hosting Envirothon Competitions usually carry their own liability insurance. The facility will let you know what restrictions and rules your group needs to follow in order to be in compliance with their coverage. Typically there are restrictions concerning student access to water or other environmental hazards, but they usually do not detract from teh competition. Be sure to consult your site hosts regarding this subject when you are in the site selection process.

In many cases, insurance can also be covered under the terms of the liability policy held by conservation districts.

Scoring Procedures

The choices you make about scoring are determined by how your stations are set up, how much time is available at each station, and how many teams you need to test. It is strongly recommended that you carefully map out a procedure for scoring, checking and tallying scores. One possible procedure follows:

Initial Grading –

. Station test writers are responsible for grading the tests they wrote and making sure they have sufficient help to grade the tests quickly and accurately.

13 . If grading is handled by more than one person and subjective questions are involved, having one person responsible for grading every Page One for example, insures consistency. . Make sure each page has a subtotal written on it. . Double check every test.

Tracking Team Scores –

. Graded tests can be brought to a central location where the totals are double checked and recorded. . Be sure you have assigned a runner to collect the tests from the stations. . Graded tests should be filed so they can be easily retrieved if necessary. . Having a computer available makes scoring much easier. Scores can be entered into a spreadsheet program and the rest of the work will be done for you. . If a computer is not available, check and recheck that the station scores have been recorded and totals added correctly.

Posting Scores –

If possible, give each team a copy of all the scores so they can compare their standings to other teams. It is helpful for teams to be able to have access to an Answer Key when the competition is over.

Awards

On a limited budget, finding unique ideas for awards can be a difficult task. Here area few suggestions:

. Certificates of participation for each team member and coach . Prizes for the top teams in each station (for instance, a wildlife identification book to the Wildlife station winner) . Plaques to the winning teams . Special field experience for the winning team . Travel expenses to the State Competition

Evaluation

Evaluation of your Envirothon should be done yearly. Feedback should be solicited from volunteers, students and coaches. Evaluations can be a one page survey. There are a number of options available for forming survey questions.

. Survey questions can be worded as statements that can be rated on level to which the reader agrees

There was enough time to move from one station to the next. Strongly Agree Strongly Disagree 1 2 3 4 5

14 . Individual items can be rated individually. Rate each of the following on a scale from 1- 10. (10 representing most favorable rating)

______Quality of the food

. Some questions may require their own selection of responses

The forestry station training – circle all that apply

A. helped me understand the subject better B. was very interesting C. was too difficult D. was too easy E. Did not help with station testing

Items to consider for evaluation:

. Registration materials . Directions to the site . Guidance on site – did people know where to go and what to do ? . On-site registration . Food . Lodging . Tests – difficulty, variety of questions . Oral component – judging, time, format . Schedule – were teams busy not overwhelmed ? . Awards . Willingness to participate next year ?

You may also want to gather information on other aspects of the program.

. Number of years of participation . How did they find out about Envirothon . Preparation activities taken by teams . Best thing about being involved with Envirothon

Always leave space for additional comments and suggestions.

15 Testing

Always keep in mind that one of the primary aims of the Envirothon is to increase environmental literacy among participants and that the skills you require as part of testing will drive the training. Achieving high levels of environmental literacy demands far more than rote memorization and the testing should reflect that. The Envirothon is not a quiz game. Your aim should be to test for understanding of the basic ecological principles and foundational information from the stations you have chosen in the context of critical thinking, problem- solving, hands-on, team-oriented approach.

Getting Started

Each test writing team should be provided with:

. A copy of the station goals and objectives . A copy of the resource materials which were available to the teams to study from . A list of deadlines and recommendations for the process

Step 1 – Set Deadlines

Recommend to receive tests no less than one month prior to the event.

Step 2 – Assemble Test Writing Team

For each testing station, you need one person who is in charge of making sure the test is written. This person should be the final authority about the test and should be present the day of the event.

It is helpful to have an educator included on test writing to assist with the construction of questions.

Step 3 – Area Envirothon Coordinator meets with Test Writers on Site

Provides an opportunity to decide on convenient locations for the test stations, see the unique features the site provides, generate ideas for site specific questions, discuss opportunities to write cross disciplinary questions and to see the types of activity- oriented questions the site suggests.

Provide the test writer with the following information:

. Time limit for each test . Learning objectives . Total number of sets of equipment needed to be available at one time . Number and types of questions to be asked . Deadlines for constructing the test . Time frame to score the test . Responsibilities the day of the event

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Step 4 – Write the tests

. Review all pertinent information covered in step 3 above . Describe the testing site . Review station objectives . Review other related objectives – problem solving, team work, etc. . Generate a pool of questions and identify an objective they relate to . Choose questions to be included in the final draft from as many different objectives as possible . Edit the final set of questions for clarity . Generate a clear and precise answer key for questions.

Step 5 – Review of the draft tests

Recommend forming a test review committee. Committee should include those familiar with the Envirothon learning objectives. Review test questions for readability, difficulty level, cognitive level and appropriateness of question type (more short answer and discussion versus true-false and matching).

Site Specific Questions

One of the outstanding aspects of the Envirothon competition is its emphasis on hands-on, problem-solving activities. In addition we would like to encourage questions that involve site assessment. The intent is to encourage Envirothon tests that make the most of testing sites while actively involving participants.

The easiest kind of question to grade is a multiple choice question. With multiple choice questions it is quite easy to create a question that requires only rote memorization. However, it is possible to create a multiple choice question that requires problem-solving and application of concepts. Whether a question is multiple choice or not should not be the determining factor as to whether it is a useful questions. The important factor is whether it encourages problem solving or application of knowledge or a skill which demonstrates the understanding of a concept. Sometimes the only practical way tot test for certain information is a recall type questions, but should only make up a small part of the station test questions.

Don’t shy away from writing questions other than multiple choice for fear that the scoring will be subjective. In many instances these kinds of questions will better test problem-solving skills. With clearly defined scoring systems, most questions can be scored consistently and precisely. There are ways of structuring these kinds of questions so that the scoring is objective. For example:

1. Given the topographic map of Ashland, define the watershed of Little Concord Pond.

17 An objective way to grade such a question is to set up a specific criteria for awarding points. If the example above is worth 4 points, values can be awarded as follows.

1 point for having the watershed boundaries around the body of water

1point for the boundary line through the mountain peaks around the body of water

1 point for the boundary lines drawn generally at right angles to the contour lines

1point for the watershed boundary that matches the map in the answer key.

When developing an objective scoring system to a fill in the blank format or a short essay, define a range of acceptable answers or list all the elements which would be included in a well- rounded answer and distribute the points among them. For example:

2. List two practices at this station that reduce non-point source pollution.

Key: 1 point for each practice listed: buffer next to the pond, grass lined ditches, silt fence, diversion ditch and mulch

3. planning for a given area is based on the goals of the landowner and the many different needs of wildlife for survival. Imagine a landowner would like to increase songbirds in the area around the station. List five management practices that the landowner could implement to achieve this goal.

** You will be scored on how well your answer matches the goal of increasing songbirds and to what extent you cover all the basic survival needs of the songbirds.

Key: Scoring for this would include 1 point for including the following aspects of wildlife needs: food, shelter, water. One point (up to 5 maximum) will be awarded for each unique practice that would help achieve the goal of increasing the songbird population. (8 points maximum)

Caution: In these kinds of questions it is especially important that you give the students a clear understanding of the grading criteria (as in bold type above). It is important when asking open-ended questions that students understand what is expected of them or the question may be more confusing and frustrating than instructive.

Caution: Active questioning will most likely take more time to grade. If your station tests contain a large number of these type of questions you may need to have a number of people assisting in the scoring. It is strongly recommended that each page of the test is graded by the same judge to insure consistency in scoring.

Environmental assessment activities provide excellent opportunities for hands-on involvement. Beyond more traditional Envirothon questions you can also utilize the site conditions around the station into your questions. For example:

18 4. Soil pit analysis: Use a soil judging sheet to rate the soil characteristics. The results of the soil description can then be utilized in problem-solving question regarding the meaning of the soil description related to the suitability of various land uses.

5. Forestry: Hands-on activities in this area could be tree identification, measurement of tree diameter, height, log measurements, interpreting measurements using volume tables, identifying trees that could be thinned or trees to be saved as a wildlife tree, etc.

6. Analysis: A kick net sample from a local stream could be taken. The students could be asked to identify macro invertebrates either from a key or based on resources materials they studied. Comparisons could be made between different samples regarding the diversity of the sample or which sample was more likely to indicate poor water quality. Definition of a watershed of a water body given a topographic map is also a good activity.

7. Wildlife Habitat Analysis: An excellent resource for these kinds of questions is the Wildlife Habitat Evaluation Handbook developed by the National 4H. Sample activities could include assessing the suitability of a habitat for a given wildlife species when the students are given a fact sheet on that animal. Management practices could also be recommended to improve the habitat for a given range of species.

It cannot be overemphasized that you should avoid questions that just require rote memorization of the facts. When you write a fact based question, ask yourself: “Is knowing this fact important for understanding the subject?” An example of a question that is not very productive would be:

8. How many lakes in the state have been affected by acid rain ? a. 100 b. 500 c. 1000

A better question in one that takes the knowledge presented to the student and asks them to apply it to answer the question. A sample of this would be:

9. For each pair of situations, circle the lake that is more likely to be affected by acid rain ? Circle one in each pair:

A High altitude lake or a lake at lower elevations?

A Lake with granite bedrock or limestone bedrock?

A lake with deep soils or shallow soils?

Each testing station will present numerous opportunities for teams to be active. Reading maps; interpreting charts and graphs; using mathematical formulas; using keys and locating information in resource materials are all question topics that demand critical thinking from the team. Engaging teams physically and challenging them mentally using some of the suggestions given here will significantly impact the quality of station tests and the training that goes into preparation for your Envirothon.

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Field Experiences for Teams

Arranging field experiences for teams is the responsibility of the coaches but there is a lot that local Envirothon committees can do to help. When Envirothon programs get their start, it is possible for each school to get individualized attention from resource professionals in their area. It is a matter of letting coaches know who is available in their area and providing phone numbers. But as the program grows, resource people can become overwhelmed. At this point, there are a number of options.

. Broaden adult participation in the program by continuing to seek out professionals, retired professionals and citizens with the knowledge you need to help get teams ready. . Persons willing to lead field trips can schedule several training days when more than one school can attend. . A local SWCD or Area Envirothon coordinator can organize a training day where all the teams can attend and receive hands-on experience with professionals.

The following are suggested activities for building basic ecological concepts and knowledge underlying environmental decision making, which require more than just memorization and provide opportunities for teams to work in the field.

. Make a collection of common trees and animal signs . Develop a food web for different habitats – urban, forest, aquatic, etc. . Using a local , find and collect different types of soils . Develop a successional sequence for various environments and describe change in soils, water, plant and animal components. (Include shade tolerant and intolerant plants)

In-Service Workshops for Teachers/Coaches

One way to get new schools involved in the Envirothon is by conducting in-service training workshops which cover the structure of the program and focus in on one or more of the topic areas. Most secondary level science teachers do not have strong backgrounds in areas the Envirothon stresses. Helping teachers become more comfortable with these topics will increase their interest in the program.

All teachers must accumulate continuing education credits in order to maintain their credentials. Providing opportunities for teachers to accumulate these credits through participation in your workshop will be an added incentive to attend. Though teacher’s are the primary audience for these sessions, don’t limit yourself to teachers. Advertise your training workshop among other groups who might be interested in acting as team advisors.

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Steps for setting up a workshop:

. Set workshop goals . Decide the length of the workshop - all day, half day, after school (1-2 hours maximum) . Contact presenter and or resource professionals for the workshop . Develop an agenda for the day . Decide on a location and date for the event . Decide what food will need to be provided for the workshop . Find out how to secure continuing education credit for teachers or other types of professional developments points. . Produce and distribute a flyer advertising the event . Produce a simple survey for teacher feedback . Send a confirmation to registrants and a map showing the location of the workshop . After the workshop solicit feedback and update your format for the future.

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MINI ENVIROTHON A WORKSHOP FOR NEW TEAM ADVISORS

(Half Day Workshop)

Goals:

During this workshop, participants will:

. Gain an understanding of the history and format of the Envirothon competition. . Learn how to train and register a team for the Area Envirothon. . Receive resource materials for training an Envirothon Team. . Receive training at each of the Envirothon testing stations.

Agenda

A. Welcome & Introductions B. History of the Envirothon C. Envirothon Video D. Testing Station Rotation

Participants divide into groups and rotate through the test stations and receive basic instruction on the knowledge and skills needed in each category. At this time each advisor receives a resource packet with information pertaining to that station and a list of resource professionals and volunteers willing to assist with training.

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VASWCD has a compilation of Envirothon outreach materials that are available for use. There are a number of brochures, power point presentations, flyers and pictures that you may personalize with your local district contact information. Flyers and brochures are a great tool for distributing at community events such as fairs, field days etc. Power point presentations are beneficial when making a presentation to a school board promoting the program in an individual school or district.

Contact VASWCD to receive items to promote the Envirothon in your district.

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What is the Envirothon?

The Virginia Envirothon is a natural resources competition for high school students. Students who participate learn stewardship and management concepts and work to solve real and hypothetical environmental problems. The program is field oriented, community based and gives students an opportunity to work with natural resource professionals.

Who makes up a team and what do they do?

Students work in teams of five students. Throughout the school year students prepare to compete at the local level, qualify to then compete at the area level, and the top three teams from the six areas in the state compete to be the State Winner. These teams of high school students are tested on their knowledge of natural resources - soils, forestry, wildlife, aquatics and a current environmental issue. Students visit five "in-the-field" test stations where written and hands-on problem solving is required along with an oral presentation formulating a strategy for addressing an environmental issues problem. The event is competitive, but education is the bottom line.

Objectives

Participants gain a deeper knowledge of the following:

. The effect individual actions have on environmental problems; . The interactions and inter-dependencies of our environment; . Current environmental issues; . The agencies available to assist them in resource protection concerns; . The need to become environmentally aware, action-oriented adults.

Participation in Envirothon encourages life skills like team-building, critical thinking, decision making, problem solving and communications skills.

Competitions

The Virginia Association of Soil and Water Conservation Districts, a non-profit association, coordinates the state program. Virginia’s 47 local soil and water conservation districts (SWCDs) sponsor local programs. Winners at the local level advance to area and state competitions. The state winner represents Virginia in the National Envirothon. During 2009, the Virginia Envirothon has:

. Placed 8th in the nation 24 . Been Incorporated into over 100 high school classrooms . Reached over 600 students . Involved 37 Soil and Water Conservation Districts . Gained participation from 5 State Agencies . Involved over 300 volunteers

Background

The Envirothon was started in 1979 by three Pennsylvania soil and water conservation districts. By 1988, the idea had caught on and the first national contest was held. Teams from 42 states and 4 Canadian provinces competed in the 1999 Canon Envirothon held in California. Virginia’s program started in 1995 with 12 teams participating at the state level. By 1997 more than 100 teams participated statewide. The state contest, a day and a half event, is held in a different location each year. In 2009, Virginia’s team placed eighth overall out of 42 states and 7 Canadian provinces.

Want to get involved?

Contact Beth Sokolik at the Virginia Association of Soil & Water Conservation Districts, 7293 Hanover Green Dr., Suite 100, Mechanicsville, VA 23111, phone: (804) 559-0324, fax: (804) 559-0325, email: [email protected]

Virginia Envirothon Website: http://www.vaswcd.org/envirothon.htm

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26 ENVIROTHON 2001

Registration Form Due Date: 3/23/2001 Contact Lonesome Pine SWCD for more information: (540) 926-6621

TEAM NAME: ______(Be Creative)

NAME (Students) Grade T-Shirt Size

1. 2. 3. 4. 5. ALTERNATES 1. 2.

HIGH SCHOOL: ______

ADDRESS: ______

COACH(ES): ______T-SHIRT SIZE(S): ______

GRADES/SUBJECTS TAUGHT: ______

PLEASE MAIL OR FAX REGISTRATION FORM BY MARCH 23, 2001. ADDRESS AND FAX NUMBER ARE LISTED BELOW.

LPSWCD/ENVIROTHON REGISTATION Phone: 540-926-6621 Rt. 2 Box B Fax: 540-926-4640 Clintwood, VA 24228 or E-mail: br [email protected] .or g

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Area III Envirothon Registration Virginia Farm Bureau Building April 4, 2001

District ______

Contact Person ______

We ______will or ______will not have an Envirothon Team.

Names of staff and volunteers that will assist on April 4th. Indicate if they have a particular request for volunteer duties (team escort, resource assistant, score runner, etc.) Everyone will be assigned a job.

1. ______2. ______3. ______4. ______5. ______6. ______

Please indicate if anyone has dietary restrictions or special needs.

The names of Envirothon team members and coach are due on March 19th. See enclosed form.

Please return to Monacan SWCD, P.O. Box 66, Goochland VA 23063 by March 1st.

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Area III Envirothon Team Registration April 4, 2001

District ______

Contact Person ______

Team Name ______

Representing (school, 4-H club) ______

Coach: ______

Team Members: ______Grade: ______

Alternate: ______

Please indicate any dietary restrictions or special needs.

Return this form to: Monacan SWCD, P.O. Box 66, Goochland VA 23063 by March 19th.

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30

Test Making Guide for SWCD’s and Resource People –

1. Each test station should be based on 100 points, using whole numbers for easier calculations. (Giving ½ credit points sometimes makes things complicated when you add all the stations together for final overall scores.)

2. Keep in mind when making the test that someone else may be scoring it. Make acceptable answers clear.

3. Each station should be designed to take about 40-45 minutes.

4. Remember that the entire team will be answering the question.

5. Questions should cover points listed on the key issue lists and from sources on the recommended resource list. If you’re making up test questions and have not seen the key points for your station, ask for them.

6. For questions involving the use of identification keys or books, make sure you have enough copies of the key or book for each team at the station to have access to one during the time allotted.

7. Questions of each of the following types might be included in each station:

a) Identification of species – with or without a key

b) How does (station topic) relate to another station (forestry, wildlife, soils, aquatics, non- point source pollution household/home site? Example: What kinds of wildlife would you expect to find in this type of forest?

8. Have questions that use various kinds of equipment. Example: Use the meter at the station to measure the pH of the water sample. What is the pH? Is this acidic or basic?

9. Have students do the tasks that resource managers would do in the field. (Test questions can also be based around a simulation that puts the students in the role of a resource manager.)

10. Questions should be thought provoking (short answer, site specific/assessment, fill in the blank and narrative questions are preferred). Write down items that would receive points in a narrative answer.

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11. To make questions less based on memorization and more involving critical thinking skills use terms further down the chart (below) to emphasize thinking skills:

a) Knowledge: define, identify, list, name, select, describe, label, match, reproduce.

b) Comprehension: convert, distinguish, explain, paraphrase, rewrite, defend, give examples, summarize.

c) Application: change, demonstrate, modify predict, produce, solve, compute, manipulate, operate, prepare, relate, use.

d) Analysis: break down, distinguish, select diagram, discriminate, relate.

e) Synthesis: (Putting together information to construct something new). Categorize, compile, devise, explain, organize, revise, create, design, plan.

f) Evaluation: judge the effectiveness of the practice, evaluate the results.

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33 ENVIROTHON SOILS TEST

1. What can be learned about soils from a soil survey report? Circle the statements that apply.

a. Depth of each major soil layer b. How well water will infiltrate the soil and how easily roots can penetrate c. The rate at which water moves downward through the soil d. Soil characteristics specific to a 1 acre parcel of land. e. How acid or alkaline the soil is. f. Soils susceptibility to erosion by water.

2. How can the soil survey help people manage their land? Circle the statements that apply.

a. It identifies where water and wind erosion is a major concern and what can be done about it. b. Identifies the most suitable hay and pasture plants for specific soils and shortcoming in a soil that practices can overcome. c. Identifies expected yields per acre of crops raised under a high degree of management over time. d. Evaluates and gives a cost per acre of land for single family dwelling. e. Identifies tree species for specific soils and the hazards associated with planting and harvesting the trees. f. Provides engineering properties of the soil for use as a construction material.

3. The soil survey help with community planning by providing interpretations on the suitability of soil for the following activities: Circle activities that apply.

a. Construction of dwellings b. Construction of small commercial buildings c. Construction of streets and roads d. Laying out and developing recreational areas e. All of the above

4. Without soil the ecosystem in which we live could not function. ______True ______False

5. Soil can not recycle dead plants and animals into nutrients therefore man must supply nutrients needed by all living things. ______True ______False 6. Soil acts as a filter to protect air, water, and other natural resources. ______True ______False

7. A spoonful of soil contains half as many organisms as there are people on the earth. ______True ______False 8. The formation of different kinds of soils is influenced by , 34 , , and .

9. Soil is an amalgamation of sand, silt and clay particles combined with water, air and many different microorganisms. OR Soil is not dirt, but rather a body of plant, animal, mineral and other matter that in combination becomes the "skin of the earth".

a. Both statements are true b. The first statement is true and the second is false c. The second statement is true and the first is false d. Neither statement is true

10. The two factors that help break down organic matter to create soil are and .

11. Infiltration rate is the rate at which rainfall moves through the subsoil. _____ True ______False.

12. The infiltration rate is affected mostly by and .

13. Bases on the two soil properties above that have the most profound affect on infiltration, what is the infiltration of this soil?

a. rapid b. medium c. medium slow d. slow

14. Permeability is the rate at which water enters the soil surface. ______True ______False 15. Circle the soil properties that affect the permeability of this soil:

a. color b. texture c. pore size d. root channels e. structure f. animal and insect burrows g. all of the above

35 16. Based on the properties chosen above, what is the permeability of this soil? a. rapid b. moderately rapid c. moderate d. slow

17. Natural drainage classes are determined by the depth to water or gray mottles in inches. From the following lists match the drainage classes with Depth to water or gray mottles:

Drainage Class Depth to water or Gray Mottles

Well e a. 18 to 36 inches Somewhat poorly d b. 0 to 10 inches Moderately well a c. >36 inches Excessive c d. 10 to 18 inches Poorly b e. >36 inches

18. Based on your choices above, what is the drainage class of the soil? ______

19. What is the thickness of the surface layer? ______

20. What is the texture of the most limiting subsoil layer?

a. silt loam b. loam c. clay d. clay loam e. sandy clay loam f. silty clay loam g. sandy loam h. loamy sand

36 ENVIROTHON WILDLIFE TEST

1. What is the number one threat to wildlife in the world today?

2. What species did these come from?

3. What is the name of this body part?

4. What species does this shell belong to?

5. TRUE or FALSE: this is a carnivore?

6. How many salamanders can an individual possess in Virginia?

7. Freshwater mussels are an interesting species to study. Some mussels have a symbiotic relationship with another animal. Name that animal?

8. Describe a symbiotic relationship?

9. Name these species:

A. ______I. ______B. ______J. ______C. ______K. ______D. ______L. ______E. ______M. ______F. ______N. ______G. ______O. ______H. ______P. ______

10. Match these tracks to the appropriate species?

A. ______D. ______B. ______E. ______C. ______F. ______

11. Both American Kestrel and the Woodduck nest in trees where in a tree would you find their nest?

37 12. These are Virginia’s common freshwater fish. Group these fish by families. Write their names in the following family groups.

Pike Family

Catfish Family

True or Temperate Bass Family

Perch Family

Minnow Family

Sunfish Family

13. Virginia’s wildlife needs food, water, cover, arrangement and ______to survive?

38 ENVIROTHON AQUATICS EXAM

1. Give three reasons mussels are sensitive indicators of water pollution:

a) ______b) ______c) ______

a. Sedentary existence b. They are filter feeders c. Gill-breathing requirements (as relates to oxygen levels) d. They are sensitive to sedimentation e. They are sensitive to pollutants

2. Give two reasons fish are important to the existence of freshwater mussels in the Upper Tennessee River system.

a. ______. b. ______

They serve as host fish during early life of mussel They serve as transportation to help distribute mussels elsewhere in stream

3. The zebra mussel, an exotic invader from Asia is a major threat to sportfishing, drinking water supplies and local economics, the zebra mussel is already a major problem in Virginia.

a. True b. False

4. The Tennessee River is a tributary to:

a. The Nile River b. The New River c. The Mississippi River d. The Ohio River e. None of the above

5. What man-made features in the Tennessee River basin may have had a significant negative impact on mussel populations?

a. Runoff from major highways b. Dams c. Electrical interference from overhead power lines d. None of the above

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6. Dams have affected more native mussel populations by:

a. Changing flow conditions to pond-like, with little or no flow, and reducing the amount of available food associated with organic materials swept past mussels by stream currents b. Submerging mussels under many feet of water which, among other considerations, causes severe temperature changes c. Changing flow conditions to pond-like, thereby causing a stalling effect for sediments, which eventually cover the mussels d. All of the above e. None of the above

7. A host fish is:

a. A fish that introduces new arrivals at the local fish and chips pub b. A fish that carries disease to mussels and other aquatic organisms c. A fish, perhaps more than one family, that is the receptor for mussel glochidia d. None of the above

8. Because freshwater mussels have commercial value, what industry uses the shell of North America’s freshwater bivalves?

a. Air conditioning and home heating duct manufacturers b. Commercial fertilizer producers c. Medical/surgical supply houses d. Cultured pearl industry e. None of the above

9. What can analysis of mussel tissue tell us about water quality?

a. That given stretches of local streams and rivers make great habitat for trout populations b. That the water is safe for swimming c. The analysis can reveal concentrations of metals and organic pollutants and help scientists build a picture of present and past pollutant levels the mussel was exposed; this can show changes in water quality over time d. That local water quality is good enough to support high-density residential development right along the riverbanks

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10. Nonpoint source pollution includes which of the following?

a. Runoff from streets, parling lots and farm fields b. The effects of acid rain c. Pollutants from wide geographical regions rather than from discreet locations d. Storm runoff e. All of the above f. None of the above

11. Dumping of trash and other materials in sinkholes affects surface water quality by:

a. Polluting which feeds into surface streams through seeps and springs b. Clogging up underground passageways which carry pollutants away from the surface waters c. Protecting the groundwater from influxes of acid rain and thereby allowing surface water to remain clean enough for drinking and bathing d. Introducing substances that indirectly improve the taste of surface water e. None of the above

12. What is a watershed?

a. All streams and tributaries, which drain to a certain river b. The total land area that contributes runoff to a certain body of water c. All water stored in the pores between soil and rock beneath the ground d. All visible water on the land’s surface e. All of the above

13. Environmental professionals are emphasizing the need to fence cattle out of the stream and provide alternative watering systems in the farm. Cattle can cause harmful effects in the stream by:

a. Stomping and eroding the streambanks b. Disturbing the aquatic life in the streambed, stirring up sediments and adding organic pollutants to the system c. Destroying habitat that supports fish and wildlife d. None of the above e. All of the above

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14. What is a water pollutant?

a. Any substance added to water that reduces its usefulness to humans and other organisms in nature. b. Any substance, which causes a cloudy or muddy appearance in water c. Any toxic material that when added to water can cause health problems in humans and other animals d. Any substance, which causes pollution e. None of the above

15. What organisms are most commonly used to indicate water quality?

a. Stoneflies, mayflies, hellgrammites b. Hellgrammites, mayflies, caddisflies c. Caddisflies, stoneflies, mayflies d. Mayflies, stoneflies, mosquitoes e. Caddisflies, mosquitoes, hellgrammites

16. Which of the following are chemical water quality variables?

a. pH, hardness, nitrates, phosphates b. D.O., temperature, iron, manganese, chloride c. Nitrates, phosphates, Total Dissolved Solids, D.O. d. Both a and b e. Both b and c

17. If riparian cover is removed from a streambank, it can negatively affect the stream by:

a. Decreasing streamflow and decreasing fish habitat b. Increasing water temperature and destabilizing the bank c. Decreasing fish habitat and increasing runoff d. Both a and b e. Both b and c

18. What can happen when excess phosphates and nitrates enter a water body?

a. Algae will multiply rapidly, causing algal blooms b. Dissolved oxygen in the water will become unavailable to fish, causing fish kills c. The aging process for the water body will slow down d. All of the above e. Both a and b

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19. What are the common names of Ephemeroptera, Plecoptera, Trichoptera

a. ______

20. Do you expect Ephemeroptera, Plecoptera and Trichoptera to be;

a) sensitive to pollutants and therefore good water quality indicators b) facultative organisms and moderately sensitive and somewhat tolerant of pollution c) tolerant of pollution and not very good water quality in

43 ENVIROTHON FORESTRY TEST

I. TREE IDENTIFICATION: (45 points total)

A. Identify five trees (common name as listed in Forest Trees of Virginia) (3 pts. Each)

a. _REDBUD______b. _SHAG BARK HICKORY______c. _EASTERN RED CEDAR ______d. _WHITE OAK______e. _BEECH______

B. Visual diameter estimation (in inches) of each tree at 4 1/2 feet above the ground. (2 pts. Each)

a. __5 INCHES______b. __18 INCHES______c. __9 INCHES______d. __14 INCHES ______e. __18 INCHES______

II. FIRE FIGHTING TOOLS: (15 pints total)

A. Tool identification: (3 points each)

a. __LEAF BLOWER______b. __FIRE RAKE______c. __DRIP TORCH______d. __PULASKI ______

III. : (20 Points total)

A. Give the current condition of the surrounding forest, assume cattle have access to the woodlands, what type of timber harvesting method should be used to encourage a future stand of oak and poplar? Explain your answer. (10 points)

a. Regeneration harvest (clear cut) b. Diameter limit (i.e. cut everything above 18" diameter, etc.) c. Single tree selection (base harvest selection on quality and species) ALLOWS SUNLIGHT TO GET TO THE FOREST FLOOR FOR SEEDLING & SPROUT GROWTH. B. What other conservation practices will be necessary to insure oak and poplar reproduction? (circle all correct answers) (10 points)

44 a. Allow cattle to graze the woodlands after harvesting to control the growth of undesirable plants. b. Fence cattle from woodlands and allow the stand to regenerate naturally. c. Burn the stand periodically after harvest to control undesirable plants. d. Plant oak and poplar after harvesting. e. Protect the woodlands from fire.

Multiple Choice: Circle the correct answer. (5 points)

1. Which of the following are benefits of a forested riparian area? A. Reduce sediment run-off to the stream B. Wildlife Habitat C. Reduce stream temperature D. All of the above.

2. Which of the following are recommended for planting in a riparian area? Black Willow Chestnut Oak Scarlet Oak Virginia Pine

3. Fruit from the following tree is a favorite for deer and turkey? Yellow Poplar White Pine White Oak Dogwood

4. Which of the following are benefits of clearcutting? Open areas for young quail, grouse, and turkeys. Provide a good place for recreational activities such as hiking. Allow regeneration of species requiring sunlight. Both A & C

5. The minimum recommended width for a streamside management zone for logging near a perennial Stream is ______feet.

A. 50 B. 10 C. 100 D. 100

6. Which of the following is not a benefit of trees in an urban area?

A. Shade. B. Shelter from a storm C. Reduction of air and noise pollution 45 D. Wildlife habitat for songbirds.

V. TRUE OR FALSE: Write the correct answer in the blank. Write "T" for true and "F" for false. (2 points each).

______F______1. Planting of seedlings is the only way to ensure a future timber stands.

______F _____2. The best way to manage timber is to only cut the large trees.

_____ T______3. A tree adds a growth ring each year, so you can tell the age of a tree after it has been cut by counting the rings.

_____ F______4. Clearcutting has an adverse effect on all species of wildlife.

_____ F______5. When measuring BDH of a tree the point that the measurement is taken will vary according to the height of the person taking the measurement.

______F______6. Wildlife is the leading cause of deforestation in Virginia.

______T______7. White Oak acorns mature in one year. Northern Red Oak acorns mature in two years.

______F______8. Timber harvesting cannot be done without adversely affecting water quality.

______T______9. The VA Dept. of Forestry has the responsibility of enforcing the VA Silvicultural Water Control Law.

______T______10. Timber harvesting harvesting has a major economic impact in Virginia

______T______11. Change, event rapid change, is nothing new3 in Virginia's forestland over the last 18,000 years.

Tie Breaker: Briefly explain the function of the outer bank layer of a tree? PROTECTS AGAINST THINGS LIKE INSECTS, DISEASE, AND FIRE.

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47

EVALUATION FORM AREA IV ENVIROTHON

Please circle one number corresponding with your rating 1 being poor and 5 being excellent (except were noted).

1. STATION EXAMS Questions were clear and understandable:  Aquatics 1 2 3 4 5  Forestry 1 2 3 4 5  Soils 1 2 3 4 5  Wildlife 1 2 3 4 5  Environmental Issue 1 2 3 4 5 Amount of material presented was: (1 being too much 5 being too little)  Aquatics 1 2 3 4 5  Forestry 1 2 3 4 5  Soils 1 2 3 4 5  Wildlife 1 2 3 4 5  Wetlands Environmental Issue 1 2 3 4 5 Type of material presented was: (1 being too difficult 5 being too easy)  Aquatics 1 2 3 4 5  Forestry 1 2 3 4 5  Soils 1 2 3 4 5  Wildlife 1 2 3 4 5  Wetlands Environmental Issue 1 2 3 4 5

2. SITE SELECTION  Aquatics 1 2 3 4 5  Forestry 1 2 3 4 5  Soils 1 2 3 4 5  Wildlife 1 2 3 4 5  Wetlands Environmental Issue 1 2 3 4 5

3. STATION INSTRUCTOR/JUDGE  Aquatics 1 2 3 4 5  Forestry 1 2 3 4 5  Soils 1 2 3 4 5  Wildlife 1 2 3 4 5  Wetlands Environmental Issue 1 2 3 4 5

4. PHYSICAL ARRANGEMENTS

 STATION ARRANGEMENT 1 2 3 4 5  FOOD AND DRINKS 1 2 3 4 5 48  DIRECTIONS TO EVENT 1 2 3 4 5  RESTROOMS 1 2 3 4 5  EVENT ORGANIZATION 1 2 3 4 5  EVENT LENGTH 1 2 3 4 5  TROPHY PRESENTATION 1 2 3 4 5  T-SHIRTS 1 2 3 4 5

5. EVENT STAFF

 COURTEOUS 1 2 3 4 5  HELPFUL 1 2 3 4 5  ENTHUSIASTIC ABOUT EVENT 1 2 3 4 5

6. OUR TEAM WILL ATTEND THIS EVENT AGAIN (1 NO, 3 UNSURE, 5 DEFINITELY). 1 2 3 4 5

7. ADDITIONAL THINGS I WOULD LIKE TO SEE AT THE NEXT ENVIROTHON:

8. OTHER COMMENTS:

(Optional) NAME: COUNTY: DISTRICT: DATE:

PLEASE SUBMIT FOR BY MAIL TO: CLINCH VALLEY SWCD AREA IV ENVIROTHON 383 HIGHLAND DRIVE, SUITE 4 LEBANON, VA 24266 YOU MAY ALSO FAX THIS FORM TO: (540) 889-2105

DEADLINE FOR FORM SUBMISSION IS MAY 15TH, 2000.

49 2002 Survey and Evaluation - Resources Return at Awards Ceremony or send to: Dana Roberts, VASWCD 7293 Hanover Green Dr., Suite B101 Mechanicsville, VA 23111

Name (optional)

Agency/organization

1) What was your involvement in Envirothon this year? (Check all that apply) _ judge for presentations _ judge for station _ served on Advisory Committee _ helped choose resources _ provided training to teams _ provided resources to teams _ provided funding for Envirothon _ volunteer (scorekeeper/timer, etc.)

2) How many years have you judged or served as a resource for the Envirothon program?

3) How does your agency/organization support Envirothon (financially, employee time, resources, etc.)?

Contests 1) At what other levels have you been involved? _ local (high school or SWCD) _ regional or SWCD Area

2) How many teams have you worked with at the local contest level? Area contest level?

3) Did you feel the testing or judging you observed were equitable/fair? _ yes _ no Comments:

4) How did the test questions compare? local vs. area _ easier _ harder _ about the same _ N/A area vs. state _ easier _ harder _ about the same _ N/A Comments:

5) Did you have any specific problems with the program this year?

50 6) Would you be willing to serve on the 2003 State Envirothon Advisory Committee: (Check all that apply)

_ to help choose resources for the program _ come up with a presentation problem and/or _ plan the state contest?

7) Do you feel the local, area and state contests should be more uniform? _ Yes _ No Suggestions:

8) Other comments and suggestions about the Envirothon program or specific contests.

Thanks for all your help with Envirothon. We’re lucky to have interested and caring professionals like you. 2003 Envirothon Issue: Preservation and Conservation of Agricultural Lands

51 2002 Survey and Evaluation - Coaches Return at Awards Ceremony or send to: Dana Roberts, VASWCD 7293 Hanover Green Dr., Suite B101 Mechanicsville, VA 23111

About your team . . . 1) Is your team connected with a school club or other organization (4-H, FFA, etc.)? _ Yes _ No

2) How many years has your school participated in the Envirothon program?

3) What classes do you teach? Coach 1 Coach 2

4) How does your school support your team (financially, time away from school, substitutes, etc.)?

5) Do any of your Envirothon team members plan to pursue careers in natural resources? _ Yes _ No Comments:

Contests 1) At what levels did your team participate? _ local (high school or SWCD) _ regional or SWCD Area

2) How many teams participated at the local contest level? Area contest level?

3) Did you feel the tests at each level were equitable/fair? _ yes _ no Comments:

4) How did the test questions compare? local vs. area _ easier _ harder _ about the same _ N/A area vs. state _ easier _ harder _ about the same _ N/A

Comments:

52 5) Did you have any specific problems in preparing students for the contest?

6) What local natural resource agencies/personnel helped your team? How?

7) Do you feel the local, area and state contests should be more uniform? _ Yes _ No Suggestions:

8) Expenses were paid for by _ SWCD, school or sponsor or _ had to find $ to get here.

9) Are the rules concise and easy to understand ? _ Yes _ No Comments:

10) Time to move from one station to the next ? _ Excellent _ Good _ Fair _ Poor

11) State Competition materials easy to understand and useful ? _ Yes _ No Comments:

12) Did you attend an Envirothon Training Workshop (Check all that apply) _ Local _ VASWCD (Montebello) _ District _ Other: ______

13) Did you attend the Educators Training Session (“Project WET”) ? _ Yes _ No If yes, was the workshop _ Excellent _ Good _ Fair _ Poor

14) Do you feel we should we offer an Educator Training Session next year ? _ Yes _ No Comments:

15) Other comments and suggestions about the Envirothon program or specific contests.

Thanks so much for the great job you’ve done coaching Envirothon. Your students are lucky to have interested and caring professionals like you. 2003 Envirothon Issue: Preservation and Conservation of Agricultural Lands.

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2002 Survey and Evaluation - Students Return at Awards Ceremony or send to: Dana Roberts, VASWCD 7293 Hanover Green Dr., Suite B101 Mechanicsville, VA 23111

Name (optional) Year in school _ Freshman _ Sophomore _ Junior _ Senior

1) Why did you join an Envirothon team (check all that apply)? _ like the team aspect _ interested in natural resources _ thought it would be fun _ friend or teacher talked me into it _ not sure _ would look good on my college application

2) How many years have you participated in the Envirothon program?

3) Which best describes Envirothon at your school? (check all that apply) _ people at our school want to participate _ nobody at our school knows about it _ this is the first year our school has had a team _ our school recognizes the Envirothon team _ we worked on the contest for months _ we just put the team together a few weeks ago _ our team meets only after school _ our team gets along great _ I went to a workshop/conference for team training _ our team has taken field trips and worked with natural resource professionals _ I am taking or have taken ecology/environmental sciences as a class at our school _ our team meets as part of a class/club- name of class/club

4) Do you plan to pursue a career in natural resources? _ Yes _ No Comments:

Contests 1) At what levels did your team participate? _ local (high school or SWCD) _ regional or SWCD Area

2) Did you feel the tests at each level were equitable/fair? _ yes _ no Comments:

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3) How did the test questions compare? local vs. area _ easier _ harder _ about the same _ N/A area vs. state _ easier _ harder _ about the same _ N/A Comments:

4) Do you feel the local, area and state contests should be more uniform? _ Yes _ No Suggestions:

5 Are the rules concise and easy to understand ? _ Yes _ No Comments:

6) Time to move from one station to the next ? _ Excellent _ Good _ Fair _ Poor

7) State Competition materials easy to understand and useful ? _ Yes _ No Comments:

8) Did you attend an Envirothon Training Workshop (Check all that apply) _ Local _ VASWCD (Montebello) _ District _ Other: ______

9) Other comments and suggestions about the Envirothon program or specific contests.

Thanks so much for participating in Envirothon. Hope you’ll continue to be involved. 2003 Envirothon Issue: Preservation and Conservation of Agricultural Lands

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56 2000 AREA IV ENVIROTHON Team rotation 9:15 a.m. Aquatics test station 9:50 a.m. Graham, J.J. Kelly, & Grundy Soils test station Northwood, Carroll County, & Tazewell Wildlife test station Lee, Council A Team, & Rye Cove Forestry test station Ervinton, Council B Team, & Hurley

9:55 a.m. Aquatics test station 10:30 a.m. Northwood, Carroll County, & Tazewell Soils test station Graham, J.J. Kelly, & Grundy Wildlife test station Ervinton, Council B Team, & Hurley Forestry test station Lee, Council A Team, & Rye Cove

1o:35 a.m. Aquatics test station 11:10 a.m. Ervinton, Council B Team, & Hurley Soils test station Lee, Council A Team, & Rye Cove Wildlife test station Graham, J.J. Kelly, & Grundy Forestry test station Northwood, Carroll County, & Tazewell

11:15 a.m. Aquatics test station 11:50 a.m. Lee, Council A Team, & Rye Cove Soils test station Ervinton, Council B Team, & Hurley Wildlife test station Northwood, Carroll County, & Tazewell Forestry test station Graham, J.J. Kelly, & Grundy 11:55 a.m. Wetlands test station ALL 57 Area II Envirothon April 27, 2001 Hemlock Overlook Regional Park – Fairfax County, Virginia

8:15 - 8:45 am Registration 8:45 - 9:00 am Introductions, Logistics

Teams have 20 minutes to complete each station test/presentation and 10 minutes to travel between stations.

Time Presentation Urban NPS Aquatics Forestry Wildlife Soil

9:15 - 9:35 Northern VA Thomas Jeff 5 Thomas Jeff 4 Prince Wm 2 Thomas Jeff 1 John Marshall Culpeper Alternates 1 Alternates 2 Thomas Jeff 3 Thomas Jeff 2 Prince Wm 1 9:45 - 10:05 John Marshall Northern VA Thomas Jeff 5 Thomas Jeff 4 Prince Wm 2 Thomas Jeff 1 Prince Wm 1 Culpeper Alternates 1 Alternates 2 Thomas Jeff 3 Thomas Jeff 2 10:15 - 10:35 Thomas Jeff 1 John Marshall Northern VA Thomas Jeff 5 Thomas Jeff 4 Prince Wm 2 Thomas Jeff 2 Prince Wm 1 Culpeper Alternates 1 Alternates 2 Thomas Jeff 3 10:45 - 11:05 Prince Wm 2 Thomas Jeff 1 John Marshall Northern VA Thomas Jeff 5 Thomas Jeff 4 Thomas Jeff 3 Thomas Jeff 2 Prince Wm 1 Culpeper Alternates 1 Alternates 2 11:15 - 11:50 Lunch Lunch Lunch Lunch Lunch Lunch

Noon - 12:20 Thomas Jeff 4 Prince Wm 2 Thomas Jeff 1 John Marshall Northern VA Thomas Jeff 5 Thomas Jeff 3 Thomas Jeff 2 Prince Wm 1 Culpeper Alternates 1

12:30 - 12:50 Thomas Jeff 5 Alternates 2 Prince Wm 2 Thomas Jeff 1 John Marshall Northern VA Thomas Jeff 4 Thomas Jeff 3 Thomas Jeff 2 Prince Wm 1 Culpeper

1:00 – 1:30 pm Tally Scores

1:30 - 2:00 pm Awards 58