Manitoba Envirothon
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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. -
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). -
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. -
20080527 Updated Table of IRS List Decisions for Crawford
The institutions listed on the following pages have been requested to be added to the list of Indian residential schools recognized by the Indian Residential Schools Settlement Agreement. These requested institutions have been researched by Indian Residential Schools Resolution Canada and assessed against the test in Article 12 of the Settlement Agreement for determining whether the institutions should be considered an Indian residential school. The decision about whether the institution will or will not be included in the Settlement Agreement is set out on the following pages, as well as the brief reason for the decision. If no decision is set out on the following pages, the institution is currently under review. Please note that, although a decision may have already been made with respect to a certain institution, you are entitled to submit a further request for that institution. Indian Residential Schools Resolution Canada will revisit its decision on a particular institution based on any new information or supporting documentation you are able to provide. Indian Residential Schools Resolution Canada will respond to all requests directly to the requestor in writing. In order for an institution to be added to the settlement, Article 12 of the Settlement Agreement requires that the institution satisfies both parts of the following two-part test: (i) The child must have been placed in a residence away from the family home by or under the authority of Canada for the purpose of education; and (ii) Canada must have been jointly or solely responsible for the operation of the residence and care of the children resident there (e.g. -
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 ................................................................................................................... -
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. -
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. -
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. -
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. -
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 -
ANNUAL REPORT 2018-2019 Message from the Council
ANNUAL REPORT 2018-2019 Message from the Council Each year, the Child Nutrition Council of As a member of the Coalition for Healthy Manitoba strives to provide support for School Foods, the Council participated in a learning and success at school for Manitoba Pre-Budget Finance Committee Hearing in children and youth by providing grants to Winnipeg as well as a meeting with Federal schools for breakfast, snack and lunch MP caucus members to discuss the programs. Our support this year helped importance of a Federal investment in school provide 4.8 million meals and snacks to food. Canada does not have a universal cost- 30,500 school aged children during the shared school food program and is ranked school day. An important part of the Council's 37th of 41 countries on providing healthy food work is to share information about the for school aged children. The Coalition for programs, and their best practices in Healthy School Food advocates for increased ensuring that students are ready to learn and investments in school food programs to succeed. ensure all kids have access to nutritious meals every day. We are thankful to our community for the To all, thank you for your active participation support we have received this past year. The and engagement. We look forward to the work we are able to do would not be possible future as we strive to provide continued without the core funding and support from support to school communities across the Province of Manitoba through the Manitoba while embracing our values of; departments of Education and Training, · Nutrition for children that supports learning Health, Seniors and Active Living, and · Equity, Excellence, Education Indigenous and Northern Relations. -
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.