DOCSLIB.ORG

What Is Envirothon

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
What Is Envirothon Soil and Water Conservation District Envirothon Planning Guide Virginia Association of Soil & 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 2 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 soils, aquatics, forestry, wildlife, 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. 3 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 United States 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. 4 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 5 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 6 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)
Load more

Recommended publications
  • Chautauqua County Envirothon Wildlife Review
    Chautauqua County Envirothon Wildlife Review • William Printup, Civil Engineering • Wendy Andersen, Permitting Allegheny National Forest Slide 1 Wildlife Learning Objectives For successful completion of the wildlife section, contestants should be able to: 1. Assess suitability of habitat for given wildlife species 2. Identify signs of wildlife 3. Cite examples of food chains based on specific site conditions 4. Analyze/Interpret site factors that limit or enhance population growth, both in the field and with aerial photos 5. Interpret significance of habitat alteration due to human impacts on site 6. Evaluate factors that might upset ecological balance of a specific site 7. Identify wildlife by their tracks, skulls, pelts, etc. 8. Interpret how presence of wildlife serves as an indicator of environmental quality 9. Identify common wildlife food Slide 2 WILDLIFE OUTLINE I. Identification of NYS Species (http://www.dec.ny.gov/23.html) • A. Identify NYS wildlife species by specimens, skins/pelts, pictures, skulls, silhouettes, decoys, wings, feathers, scats, tracks, animal sounds, or other common signs • B. Identify general food habits, habitats, and habits from teeth and/or skull morphology • C. Specific habitats of the above • II. Wildlife Ecology • A. Basic ecological concepts and terminology • B. Wildlife population dynamics • 1) Carrying capacity • 2) Limiting factors • C. Adaptations of wildlife • 1) Anatomical, physiological and/or behavioral • D. Biodiversity • 1) Genetic, species, ecosystem or community Slide 3 Outline Continued.. • III. Wildlife Conservation and Management • A. Common management practices and methods • 1) Conservation • 2) Protection • 3) Enhancement • B. Hunting regulations • C. Land conflicts with wildlife habitat needs • D. Factors influencing management decisions • 1) Ecological • 2) Financial •3) Social • E.
    [Show full text]
  • GOALS for CANON ENVIROTHON CURRICULUM to Develop A
    GOALS FOR CANON ENVIROTHON CURRICULUM To develop a teacher friendly, hands on natural resources curriculum. To provide activities and lessons for teams new to the Envirothon, while challenging experienced teams. Use of these curriculum materials will result in: . •Increased Envirothon participation at the local, regional, and State/Provincial levels. •Increased team scores at the Canon Envirothon Contest in the four natural resource categories: soils and land use, aquatic ecology, forestry, and wildlife. Canon Envirothon SOILS/LAND USE CORE ACTIVITY OUTLINE The key points for each Envirothon topic are “fleshed out” into core activities. • Each of the key points is included in one or more of the core activities. • Each core activity contains extended activities, as well as the top resources and professional contacts. Key vocabulary words are also included. • The National Science Standards suggest evaluations for each activity should encourage the students to process the data they collect during the activity, and provide solutions based on the data. This ties each activity into the issues portion of the contest. • Evaluation is based on the information provided for each core activity and from the data students collect. This allows students to make educated decisions and create solutions for the key issues. • Core activities will be evaluated using a performance based assessment. Soils/Land Use Curriculum Soils/Land Use Envirothon Key Points 1S Recognize soil as an important and dynamic resource. 2S Recognize and understand the features of a soil profile. 3S Describe basic soil properties and soil formation factors. 4S Understand the origin of soil parent materials. 5S Identify soil constituents (clay, organic matter, sand and silt).
    [Show full text]
  • Non-Point Source (NPS) Pollution and Low Impact Development (LID)
    Envirothon Study Guide Non-point source (NPS) Pollution and Low Impact Development 201(LID)2 1 This Study GuideEnvirothon is to be Study used Guide to help - Forestry Envirothon teams prepare for the Ontario Envirothon Program. 2012 Ontario Envirothon Preface This report was written by Nousheen Ahmed, Stephen Jeschke, Clarissa Jewell and Tyler Miller in partial fulfillment of the Credit for Product II course in the third year of the Ecosystem Management Technology Program 2011 at Sir Sandford Fleming College. This study guide was written for Kristina Quinlan of the Ontario Forestry Association. This study guide focuses on nonpoint source pollution and low impact development, and ties these two issues to the core topics of aquatics, forests, soils and wildlife. The guide contains background information on these topics in addition to case studies, activities, references and a glossary. Also included in this package are informational videos designed to teach students about water quality issues and learn about different monitoring and identifying that can be used in the field. The objective of this study guide is to provide Ontario Envirothon participants with information on the 2012 topic “Nonpoint Source Pollution and Low Impact Development”. Activities, case studies and sample questions are highlighted throughout the study guide to ensure a comprehensive understanding of nonpoint source pollution and low impact development issues. We would like to thank our faculty advisor, Sara Kelly, for her guidance and input throughout the course of this project. We would also like to thank Kristina Quinlan for her support as a mentor in creating this guide. We sincerely hope that this study guide will be of value to Ontario Envirothon students in the future.
    [Show full text]
  • Florida Envirothon Study Packet Aquatic Section
    Florida Envirothon Study Packet Aquatic Section Contents CONTENTS WATER CYCLE FACTS .............................................................................................................. 1 The Hydrologic Cycle......................................................................................................... 1 AQUIFER FACTS......................................................................................................................... 5 Classification ........................................................................................................................ 5 Recharge .............................................................................................................................. 5 Shallow Aquifer................................................................................................................... 6 Deep Aquifer........................................................................................................................ 6 Major Florida Aquifers ....................................................................................................... 7 Human Impacts ................................................................................................................... 8 Management Techniques ................................................................................................... 9 RIVER SYSTEM FACTS ............................................................................................................ 11 River Features ...................................................................................................................
    [Show full text]
  • Envirothon Brochure
    “Our experience was Everyone Benefits from that the Canon Envirothon Participation Envirothon offered a unique opportunity for The Envirothon is more than a competition. individual students to bring their fundamental Together with teachers, schools and profession- knowledge and reason- als, we help develop knowledgeable citizens 2 3 5 ing ability together as a 1 4 team to focus on under- who can make informed decisions that affect the standing critical areas of quality of life in our communities. Ultimately, we our environment.” are creating new leaders who will provide the Dr. Lois Blondeau Arizona volunteer advisor vision for our future and well-being. Take Advantage of the Envirothon Today Soils and Land Use Aquatic Ecology Forestry Wildlife Environmental Issues Professional soil scientists Students work alongside Students develop an A favorite for many Challenged by field “I participated in the Both teachers and students enjoy the Envirothon’s in-class help students learn about soil marine and freshwater understanding of the Envirothon participants, professionals, students work Envirothon for three learning that combines hands-on, outdoor activities. Student structure, interpret maps, and biologists to assess the practices for maintaining students learn firsthand from as a team to explore the years and it has been a teams are exposed to scientists and experts in the field who evaluate land forms, and soil quality of delicate aquatic healthy forest ecosystems wildlife experts about animal facets of the current wonderful experience. I coach and guide their learning experience. Teams then compete characteristics that affect ecosystems. They also learn to through the help of populations, their dynamics, environmental issues and have gained years of in local Envirothons and winners advance to state/provincial/ agricultural and development identify aquatic organisms, professional foresters.
    [Show full text]
  • Watershed Ripples-Winter 2020
    Watershed Ripples The title “Watershed Ripples” refers to the carbon footprint we leave behind, which impacts the future of our watershed. Every action has a reaction, or a ripple effect, which affects our natural resources. Winter Snow, Ice and Insects... One never knows if March will bring snow or rain to NE Ohio 2020 or a combination of both in a matter of minutes. However on the next warm up look at the base of the trees on top of the The mission of the crunchy-crystalized snow mounds. You might be fortunate Geauga Soil and Water enough to witness tiny specks bouncing around in a somewhat Conservation District disoriented manner. These tiny specks of early insects emerging is “To conserve, are springtails or often nicknamed snow fleas. Their bodies are protect, and enhance designed with a fluid which acts similar to ant-freeze and allows the natural resources of them to remain active throughout the cold. Did you know they Geauga County by are good litter bugs? These tiny little decomposers live in the topsoil and leaf litter while providing leadership, consuming; plants, bacteria and fungus. If you look closely they have the traits of an insect however some might be hairy and some have scales yet all are wingless. These curious education, and looking creatures have some pretty amazing adaptations. Located underneath on their assistance to all.” abdomen you will find a glue peg; which actually should be more aptly named a straw. This tube is used to siphon water during extreme dry spells from various sources. And how do they get their name springtails anyway? Also located underneath is a tenaculum; a tiny hook where the furcula or spring is secured.
    [Show full text]
  • 2020 Summer Newsletter
    2020 Summer Newsletter Rainwater-Our Valuable Resource! Have you ever noticed the soothing feeling that you get when you look out the window at the rain and hear the the sound of the raindrops falling gently on the leaves? There is a current clip on TV that features rain falling on leaves with the words “do nothing for fifteen seconds” that produces the same effect. The calming effect of rainfall is just one small way that rainfall is valuable. Rainfall is also valuable as an important part of the hydrological cycle of the earth’s water and replenishes our surface and groundwaters. There are 326 million-trillion gallons of water on our planet. Less than 0.03 percent of that water is fresh water and two-thirds of that is tied up in ice and glaciers. This means that our freshwater resources are extremely limited and should be used wisely. We need to try and reduce our water footprint, which is the amount of fresh water used to produce or supply the goods and services we use. If you want to get an idea of what your water footprint is, read the article below and go to www.watercalculator.org and click on the water calculator. Not only do we need to conserve our use of freshwater but we also need to understand and respect rainwater in its role as stormwater and the devastating effects it can produce with flooding and the pollution it carries into our streams and rivers. Different regions receive varying amounts of rainfall annually. For instance, about 39.6 inches of rain fall on Akron yearly and it rains an average of 157.6 days in the City.
    [Show full text]
  • Illinois Envirothon | Wildlife
    Illinois Envirothon | Wildlife WILDLIFE LEARNING TOPICS 1. Knowledge of Amphibians, Birds, Mammals and Reptiles a. Amphibian, Bird, Mammal and Reptile identification b. Natural history of Amphibians, Birds, Mammals and Reptiles c. Habitat/ecosystem types and associated wildlife 2. Understanding Wildlife Ecology a. Survival requirements of wildlife and how they are met b. Ecosystem dynamics: 1. Predator-prey relationships 2. Energy flow-food chain, food web, food pyramid 3. Succession c. Adaptations d. Population dynamics 3. Conservation and Management of Wildlife a. Illinois Conservation & Wildlife Agencies b. Hunting and Trapping Regulations c. Game and Wildlife Code d. Wildlife Management e. Improving/managing habitat for wildlife 4. Issues Involving Wildlife and Society a. Biodiversity b. Endangered and Threatened Species 1. What makes a species more prone to becoming endangered than other species? 2. Responsibility for upholding endangered species act. 3. Terminology: for example, reintroduction, endangered, threatened, extirpated and extinct 4. Endangered and Threatened birds and mammals of Illinois c. Habitat Loss and fragmentation d. Managing/planning for people and wildlife e. Non-native species; invasive species; introduced species f. Reintroduction of native species g. Current Issue – 1 Illinois Envirothon | Wildlife WILDLIFE OBJECTIVES Envirothon wildlife ecology contestants should be able to: 1. Have knowledge of Wild Amphibians, Birds, Mammals and Reptiles: a. Answer questions concerning the natural history of and identify species if given natural history information. b. Identify and be able to group animals that would be associated with specific ecosystems. c. Evaluate a specific habitat and select or list species most likely to live there. d. Describe various roles of amphibians, birds, mammals and reptiles in their ecosystems and be able to cite examples.
    [Show full text]
  • Envirothon Aquatics Study Guide
    2020 National Conservation Foundation - Envirothon Aquatics Study Guide Louisiana Department of Environmental Quality Office of Environmental Assessment Water Planning and Assessment Division Nonpoint Source Pollution Unit Table of Contents 1. The Hydrologic Cycle .................................................................................................... 3 1.1 Water Quantity and Availability for Drinking ......................................................... 3 2. Aquifers.......................................................................................................................... 4 3. Uses of Water ................................................................................................................. 5 4. Watersheds ..................................................................................................................... 5 5. Wetlands ........................................................................................................................ 6 6. Riparian Zones ............................................................................................................... 7 7. Aquatic Ecosystems ....................................................................................................... 8 8. Aquatic Organisms......................................................................................................... 9 9. Water Properties............................................................................................................. 9 10. Assessing Water Quality
    [Show full text]
  • Maryland State Envirothon Wildlife Study Guide
    Maryland State Envirothon Wildlife Study Guide Revised: July 2021 This Wildlife Study Guide has been designed as a basic guide to wildlife ecology, management and legislation affecting wildlife in Maryland. Key Point 1: Wildlife Identification………………………………………………………..pg 3 1. Bird Identification 2. Mammal Identification 3. Reptile and Amphibian Identification Key Point 2: Wildlife Ecology……………………………………………………………pg 7 1. Habitat 2. Plant Succession and Its Effect on Wildlife 3. Edges and Contrast 4. Food Chains and Food Webs 5. Communities and Ecosystems 6. Species Richness and Diversity 7. Natural Selection and Adaptations 8. Wildlife Population Dynamics 9. Biodiversity Key Point 3: Conservation and Management of Wildlife ……………………………..pg 17 1. Habitat Management 2. Home Range, Movements, and Migration 3. Habitat Loss, Fragmentation, and Degradation 4. Carrying Capacity 5. Wildlife Population Management and Strategies 6. Federal and State Roles for Managing Wildlife Key Point 4: Wildlife and Society …………………………………….………………..pg 26 1. Exotic and Invasive Species 2. Rare, Threatened, and Endangered Species 3. Wildlife Diseases 4. Wildlife Legislation Glossary…………………………………………………………………………………... pg 36 Green treefrog Northern goshawk chicks Wildlife Study Guide Page 2 of 44 Key Point 1: Wildlife Identification Identifying wildlife and wildlife signs using keys and/or field guides is essential for studying wildlife. The wildlife section focuses on birds, mammals and herps (reptiles and amphibians). Wildlife, however, encompasses any free-ranging, non-domestic animal including invertebrates and fish. 1. Bird Identification 2. Mammal Identification 3. Reptile and Amphibian Identification Wildlife Study Guide Page 3 of 44 Identifying Birds Field guides are a great way to identify local bird species. The Maryland Envirothon uses the Peterson Field Guide to Eastern Birds (6th edition) for bird identification.
    [Show full text]
  • Pennsylvania Envirothon Forest Measurements and Management 2019
    Pennsylvania Envirothon Forest Measurements and Management 2019 Forestry Resource Study Guide MEASUREMENTS Introduction: Like many other disciplines, forestry is a science based on measurements. While participating in the Envirothon program, you will learn to use the same instruments and collect the same data that professional foresters use to learn about and manage our forest resources. Many students enjoy the forestry section of Envirothon because it is very “hands on”. Becoming proficient with basic forest measurements is very important, because many of the more complex measurements require accurate forest data collection. Learning Objectives: At the end of this section, you should: Understand why measurements are important in forestry and understand which tools are used to obtain specific measurements. Demonstrate proficiency in “pacing” to measure distances and determine how many paces you have in a chain (66 feet). Demonstrate proficiency in the use of the following forestry tools: Diameter Tape Biltmore Stick/Merritt Hypsometer Clinometer (Not required for 2019 Envirothon) Wedge Prism (Not required for 2019 Envirothon) Angle Gauge (Not required for 2019 Envirothon) 2 Conduct a sample plot as part of a forest inventory using forestry instruments Apply data to specific charts and tables to determine forest growth conditions. Let’s Get Started: Pacing: The most basic forest measurement is pacing or counting your number of steps to determine how far you’ve traveled in the woods. A compass will help you determine which direction you are walking, but pacing allows you to determine distance. In forestry, distance measurements are based on a chain, which equals 66 feet. Many years ago surveyors literally dragged a 66-foot-long chain around with them to measure properties, which were measured in chains and links.
    [Show full text]
  • Envirothon Program to Go with the High School Envirothon
    www.ncenvirothon.org The Envirothon is a five-member team, hands on, environmental science education program. It is a fun filled, back to nature, competitive event where the team members learn about their environment and associated environmental problems. The Envirothon is the largest high school environmental competition in the US. It is geared to make the students aware of environmental conditions and to get them started thinking responsibly about their environment and the natural world. North Carolina has started a Middle School Envirothon Program to go with the High School Envirothon. At the national level, only the high school participates. The Envirothon revolves around five subject areas. Wildlife - challenges teams on habitats, identification, foods, rules & regulations, diseases, animal signs, and management; Aquatics- aquatic ecology, stream ecology, water quality, aquatic plants & animals, pollution, wetlands, BMPs, groundwater, stormwater, and macro invertebrates; Forestry- tree identifications, plant physiology, forest ecology, forest insects & diseases, forest management, and forest measurements; Soils- classifications, formation, erosion, soil surveys, site suitability, land use, current issues, soil characteristics, BMPs, conservation practices; and Current Environmental Issues- current and newsworthy environmental issues are explored through newspaper, magazine, and internet articles. At the start of the school year, teachers get a copy of the resources that will be used that year. They then advise and/or train their team. Teams can go on field trips; have resource people come and give presentations; go to museums, state parks and educational state forests; search the web and study the resource materials. Many training opportunities can be found at www.eenorthcarolina.org and through local soil and water conservation districts.
    [Show full text]