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The
What
The Envirothon is a problem-solving, natural
resource education program for high school students. In the field, teams of
students are challenged to hone critical thinking skills and work as a team.
They answer written questions and conduct hands-on investigation of
environmental issues in five categories - Soils/Land Use, Aquatic Ecology,
Forestry, Wildlife, and Current Environmental Issues. In addition to a written
test, the teams also present an oral presentation solving a specific natural
resource issue.
Why
The Envirothon stimulates, reinforces, and
enhances students' interest in the environment and our state's natural
resources. The concept was created by the Pennsylvania Association of
Conservation Districts as an outdoor hands-on competition. From
"Environmental Olympics," the concept expanded to other states; and
when the national competition was added in 1988, the name was changed to
Envirothon. Envirothon affords a unique approach to teaching environmental
education, and it's fun!
The continuing support of the program
reflects the participation and support of the county conservation districts,
clubs, agencies, and private corporations.
How
Reference materials for students and
teachers are available through local soil and water conservation districts. Envirothon
can also be used as a curriculum guide for classroom study. Conservation
districts in conjunction with cooperating agencies, educators, community, and
interest groups conduct regional competitions. The top three teams of the
regional competitions advance to the state competition held in early May. The
winning team represents
The
Education
Solutions to today's natural resource
problems may originate as a grass-roots concern for nurturing our quality of
life. Envirothon can be adopted by local schools to enhance the current
environmental curriculum.
The challenges facing educators are
formidable. Envirothon affords a ready-made program that fosters a well-rounded
approach to teaching environmental education.
Future
Tomorrow's problems will be more challenging
but the solutions will be more apparent if students are encouraged to become
environmentally aware, action-oriented adults who learn where to go for
answers.
The competitive nature of the program
motivates students to expand their knowledge of natural resource issues.
Through this program, students will realize their responsibility as stewards of
our natural resources.
Outcome
Missouri State Envirothon goals include the
following:
Promote environmental awareness and stewardship
Develop
students' critical thinking, cooperative problem solving, and decision-making
skills
Present
balanced options for management of our renewable and nonrenewable natural
resources
Provide
awareness of and accessibility to resource organizations offering assistance in
natural resource issues
History
The Envirothon concept began in
In 1998,
Contest Structure
Overview
Overall
Envirothon provides students with an integrated
approach to exploring five natural resource categories. It tests their
creative, critical-thinking and team-building skills in a competitive format.
Envirothon is a "day in the field" that tests students' knowledge and
problem-solving skills at four ecostations -
Soils/Land Use, Aquatic Ecology, Forestry, Wildlife,
and a fifth station for oral presentations on Current Environmental Issues. In
addition there is also an oral presentation station where the team presents a
solution to a conservation issue provided prior to the competition. One visual
aid is permitted and submitted at registration.
Written questions and hands-on activities at
the ecostations are developed by conservation
district and resource conservation experts. Agencies and interest groups help
devise, time, and monitor appropriate testing stations set up in the field.
Day of Contest
Themes, written questions, and
problem-solving tasks may be site specific, so each State Envirothon will be
new and different. When the teams arrive at the state event location, they will
register, confirm pre-registration information, and receive a brief orientation
on contest format, rules, and scoring.
Teams will be assigned a test station rotation.
Good teamwork, cooperative decision making, free exchange of ideas, and
information pooling is important. All test stations are staffed by a monitor.
Each test station requires approximately 40 minutes. Completed test sheets will
be graded on site. Lunch is provided for the entire group at the state
competition. After the competition and scoring is completed, everyone assembles
for the announcement of the winning team. The top team is eligible for the
Rules and
Regulations (Revised Oct 2011)
1. Advisors will be responsible to assure that their teams have read and understand the rules and that the teams will display proper conduct during the competition and at the host facility even when the advisors are absent. these rules are written and expected to be followed in order to have a better quality event.
2. Only students enrolled in grades 9 through 12 or equivalent home school ranking in the previous school year are eligible to compete in the Missouri Envirothon.
3. Each Region will send up to three teams to the state competition. Teams advancing to the state competition must have scored at least 55% in their regional competition.
a.
If
one of the top three teams from a Regional Competition is not able to attend
the Missouri Envirothon, then the Regional Committee should offer the
opportunity to their 4th place team.
b.
There
will be no refunds on registration costs for the State Competition as Regions
should have 3 teams competing at the Missouri Envirothon.
4. Each team should consist of five students and they must be from the same school and/or organization/association, effective 5-13-10.
a. A registration form listing the names of team members and advisors, including advisor's cell phone number, must be submitted by the date set by the Missouri Envirothon Executive Committee.
b. Ninth grade students attending a junior high/middle school may be on the team if the junior high/middle school is a feeder to the named high school team.
c. Alternates are not allowed to attend the state competition unless they are competing as a replacement for an original team member. Regional Committees may decide whether or not to include alternates at their regional competition.
d. If an alternate is competing as a replacement for an original team member that competed in the Regional competition, the Advisor must notify the Missouri Envirothon Executive Committee prior to the start of the State Competition.
e. Effective 5-13-10, it is highly recommended each team consist of 5 students, however a team with less than 5 students can compete but will receive a 20 point reduction per missing student in the oral presentation score.
5. Team members
participating in the Missouri Envirothon Competition must be the team members
who compete in the
a. If a team member becomes injured or ill during the Missouri Envirothon Competition, a review panel will determine if a penalty should be assessed to a team in the oral presentation for the absence of a complete team of five.
6. Each team must be accompanied by team advisor(s) and/or public agency or conservation district representative(s). The Missouri Envirothon Committee will not be responsible for improperly chaperoned teams.
a. Any agency employee can be an advisor as long as they dont serve on a regional committee or have access to regional test materials.
7. Use or possession of all snuff, tobacco, drugs, and alcohol is prohibited by students, and may not be brought to the competition. Being caught with or using any of these items will result in a 5 point reduction on each resource test for a total of 30 points.
8. Use of inappropriate language is prohibited during the event. If inappropriate language is heard during the event this will result in a warning for the first offense. subsequent offenses after a warning has been given will result in a 5 point reduction on each resource test for a total of 30 points.
9. The competition will be conducted by the Missouri Envirothon Committee and cooperating agencies.
10. The dates to hold the Missouri Regional Envirothon competitions shall be selected by the Regional Committee and approved by the State Envirothon Committee.
11. The date to hold the Missouri Envirothon Competition shall be selected by the Missouri State Executive Committee and shall be held between April 1 and May 15.
12. The Missouri Envirothon Competition shall last one day.
13. The
a.
The
use of any additional materials not provided by the Envirothon Executive
Committee or the testing committee during the station testing will be prohibited,
and any team found using other materials will be disqualified.
b.
No
electronic, battery-operated or solar powered equipment, (i.e. cell phones,
pagers, calculators, computers, camcorders, cameras, taping devices, IPODs, PDAs,
etc.) unless
provided/approved by the Missouri Envirothon Executive Committee, may be used
by the team members during the station testing or oral presentation rounds of
the competition.
14. There shall be five (5) resource stations: Soils/Land Use, Aquatic Ecology, Forestry, Wildlife, and a Current Environmental Issue.
a.
The
Current Environmental Issue shall parallel the issue from the
b.
The
five station tests will be conducted by cooperating agencies and/or independent
environmental professionals.
c.
The
five stations will be comprehensive in nature
d. Effective 2-15-2011, the Soils Station will provide pages printed from the Web Soil Survey or the Soil Survey CD. The Soils test writer may choose to print copies of the entire Soil Survey or portions of the Soil Survey.
e.
The
five station tests will be 40 minutes in length.
f. When time is up, station monitors will say STOP testing, and all team members will immediately stop writing at that time. Failure to do so will result in a 10 point reduction on that resource test.
g.
No copies of the test shall be distributed to any
individual or team prior to the official testing time. Strict secrecy
shall be maintained on the test questions at all times.
15. During the testing stations, advisors may not rotate with their respective teams. Whenever possible advisors will be offered a chance to experience the testing stations at an alternate time on the day of the competition.
16. The problem solving exercises for the oral presentation will be judged by professionals from various state organizations and agencies.
a.
The
Oral Presentation Problem may or may not reflect the topic of the Current
Environmental Issue station.
b.
The
state oral team presentation will be ten (10) minutes maximum in length
followed by five (5) minutes of questions to team members by the judges.
c.
The
regional oral team presentation will be seven (7) minutes maximum in length
followed by three (3) minutes of questions to team members by the judges.
d.
If all five (5) team members do not participate orally
in the presentation, then the score will be reduced.
e.
Effective
May 2009, changing clothes for the oral presentation is not allowed.
Teams must present in the clothing they will be wearing the entire testing day.
f.
The use of 3 x 5 inch note cards is permissible in
regional and state competitions.
g.
Effective
5-13-10 each team will be required to have a minimum of one or a maximum
of two pieces of standard 22 x 28 inch
poster board (no foam board) for the visual aid. Both sides of the poster
board can be used, however, the poster board cannot be
connected into one big poster. If the visual aid is too large, it may not
be used in the presentation.
h.
Anything in addition
to the note cards and posters (such as music, costumes, music and stop watches)
will not be allowed.
i.
During the entire state event, all team members must
wear a Missouri Envirothon T-shirt.
j.
During the entire state event, no school, city or
organizational identification, either written or stated, is permitted.
k.
Oral presentation scores will be based on a criteria
sheet approved by the Missouri Envirothon Executive Committee.
l.
Effective 5-13-10, the Regional Oral problem will be
released to each region one (1) month in advance of their regional competition.
m.
The State Oral problem will be posted on the Internet
site one (1) week in advance of the state competition.
n.
Oral
judging score sheets will be returned to the teams as soon as possible after a
competition in order to help them prepare for the next level of competition.
17. Judges decisions are final on all events.
18. Scoring for the Missouri Envirothon will be:
a.
Each
of the five station tests and the oral presentation will have equal worth as
1/6th of the total score.
b.
Tiebreakers
shall be as follows: Soils/Land Use scores, Aquatic Ecology scores,
Wildlife scores, Forestry scores, and Current Issue scores.
c.
Final
team placements for first, second, and third places will be the cumulative
total of the five station test scores plus the oral presentation score (which
is the average of the three (3) oral judges scores).
19. Awards for the Missouri Envirothon will be announced prior to the state competition. Minimum awards will include:
a.
Financial
stipend for the team who will represent
b.
Plaques
appropriate for display at school for the top three (3) teams.
c.
Team
members from the top three (3) teams will receive individual awards.
d.
Certificates
for the team with the highest score in each of the resource topics.
20. Appeals must be submitted in writing to the Appeal Committee by 3:00 p.m. the day of the event..
21. No team members or advisors are allowed to leave the host site prior to the conclusion of the competition without notifying the Missouri Envirothon Executive Committee.
22. Any team, team member, team advisor/chaperone or resource people associated with a team discovered on, near, or around the test site or testing stations one week prior to the competition may be subject to immediate disqualification.
23 Rules and regulations of the Missouri Envirothon are subject to change. Any and all changes will be explained in advance to all teams and advisors.
24. Any infraction of the Policies or Rules and Regulations of the Missouri Envirothon could result in point reduction or disqualification and dismissal from the event and host site.
25. Cooperating agencies, sponsors, advisors, and participants involved in the competition will be requested to complete an evaluation of the program following the competition.
How to Use This
Guide
Introduction
The Envirothon competition is designed to
get students involved in learning about many different environmental
disciplines. The amount of information provided to Envirothon Teams may seem
overwhelming to team members and advisors. This guide is designed to help teams
prepare for the Envirothon by encouraging team work and a multi-disciplinary
approach to environmental problem solving.
1. There are five
topic areas and five team members. A team could assign each member an area of
primary concentration and secondary concentration. This way, each team will
have two members knowledgeable about each topic. Then, team members can share
information with the others in practice sessions. Another way to divide the
labor is to have several team members focus on natural history and
identification and other members focus on the resource management issues for
each section. Assessing the skills of each member will determine which is the best approach for your team. Remember, no resource
professional can know everything. Teamwork is essential in the real world.
Learning how to work as a team is essential to your success in Envirothon.
2. Make sure all
team members are familiar with basic ecological terms and current environmental
issues. They should also develop an understanding of the inter-relationship
between all the topic areas and how the management of one resource may affect
another.
3. Map reading is
an important skill for natural resource professionals. Learn how to read and
interpret a US Geologic Survey topographic map as an introduction to other map
resources. Learn how to locate a site on a soil survey and interpret soil
mapping units.
4. This guide
contains sections on each of the five study areas. The introduction gives a
rationale for studying the topic. The objectives provide a detailed outline of
the kinds of information teams are expected to know. Based on these objectives,
students can develop a strategy for studying each topic. Practice exercises are
included for teams to use to strengthen their skills.
5. Each registered
team is provided study materials for the Envirothon. Each section in this
material contains an outline and a list of references. Resource professionals
may be available through your local soil and water conservation district office
to help the team prepare for the competition.
6. Advisors are
encouraged to use the resource materials to develop environmental units for
their classrooms. This will expand the Envirothon program to include more
students than just those on the team. (In 1994, the
Envirothon Program reached an estimated 3,000 individuals).
Soils/Land Use
Introduction
One of our most important natural resources
is soil. This resource is often overlooked by students and teachers interested
in environmental issues. Professional conservationists, however, recognize the
importance of soil in natural resource management and the interrelationships
between soil, water, and other resources. Soil provides a growth medium for all
plant life on our planet, including food and energy resources. Soil also
provides habitat, filters water, and is used in constructing buildings.
Key Points to Understand -
Envirothon Students should be able to:
recognize soil as an important, dynamic
resource,
describe basic soil properties and soil
formation factors.
use the USDA Soil Survey to locate soil
map units and soil descriptions and understand what they mean.
know how wetlands are defined in
determine basic soil properties and
limitations, such as red oximorphic features
(mottling) and permeability, by observing a soil pit or soil profile.
identify types of soil erosion and discuss
methods for reducing erosion.
identify tools used by a soil scientist
utilize soils information in land use
planning discussions
discuss how soil is a factor in, or is
impacted by, nonpoint source pollution
Practice Exercises
Choose a site. Using a soils map, locate
soil map units on the site. Color code types by drainage classifications.
Discuss soils in relationship to land use. Determine if the land was modified
to accommodate present use or how it might have to be modified for proposed
uses. Discuss pros and cons of these modifications.
Dig a soil pit or go to an area where there
is excavation going on (get permission if needed). Safety is paramount.
Students and teachers must not enter pits that are more than waist deep. Pits
or vertical banks can cave in, causing serious injury or death! Look at the
soil profile and measure the soil horizons. Determine soil properties and depth
to high water table. Check your results with a soil survey. What limitations
may be apparent in using a soil survey in this small area?
Identify an area that is eroding. Determine
what is causing the erosion and develop a proposal to stop the erosion.
Prime farmland is a classification used by
the US Department of Agriculture to identify soils which are excellent for crop
production. What are the characteristics of prime farmland soils? Research and
identify prime farmland soils in
Land use decision-makers need to take soil types
into consideration. Discuss the merits of depth to water table as it applies
to: 1)on-site septic systems; 2)establishment of a
tree farm; 3)underground storage tanks; 4)vegetable production; and
5)construction of new soccer fields.
Sample Test Questions
for Soils/Land Use
1. What is a colluvial
soil?
Answer: Soil material moved by creep, slide or local wash, or Soil moved by gravity
2. Name the five soil forming factors:
Answer: Parent
Living Organisms
Topography
Climate
Time
(When looking at a soil
pit...)
3. For the
indicated topsoil horizon:
Possible Answers:
The texture of the
soil is... (e.g.- silt loam)
The structure of
the soil is... (e.g.- subangular
blocky)
The color is...
(e.g.- Brown)
The name of this horizon
is... (e.g.- A or Ap)
4. What area would be most likely to have an
E horizon?
Answer: A forest
5. Why is an E horizon light in color?
Answer: Leaching of organic matter and iron
6. Most of
Answer: Free lime is leached out
Bases leached
Aquatic Ecology
Introduction
Water and water resources affect every facet
of our lives, from business to pleasure to actual survival. The protection of
our water resources, both quantity and quality, is vitally important. To
properly protect these resources, we must first understand them and the factors
that impact them.
Key Points to Understand -
Envirothon Students Should be able to :
identify the processes and phases for each
part of the water cycle (evaporation, transpiration, condensation,
precipitation, surface runoff, and percolation).
analyze the interaction of the competing
uses of water for water supply, hydropower, navigation, wildlife, recreation,
waste assimilation, and other.
delineate a watershed boundary for a small
water body.
understand the physical changes of water
and how it affects the content of suspended gases such as oxygen and carbon
dioxide. Be able to discuss how these changes affect the aquatic environment.
understand the difference between surface
water and groundwater.
be able to explain the different types of
aquifers and how each type relates to water quantity and quality.
identify common fish, amphibians, aquatic macroinvertibrates,
and aquatic plants found in
distinguish between cold water, cool
water, and warm water fisheries. Be able to identify examples of fish in each
type.
describe the characteristics of
when given a
description of a type of aquatic habitat, identify the organisms most likely to
live there.
briefly describe
the benefits of wetlands, both function and value.
describe the benefits of riparian areas,
both function and value.
describe changes to the aquatic ecosystem
based on alterations to the aquatic habitat.
identify the agencies responsible for
providing the protection and management of water resources.
know the methods used to assess and manage
aquatic environments. This includes sampling techniques and water quality parameters
used to monitor point and non-point pollutants.
know the difference between point and
nonpoint pollution, and be able to identify examples of each.
be able to discuss steps involved with
point and nonpoint pollution control.
be familiar with major laws that protect
water quality, both surface and groundwater.
know the differences between the water
quality classifications, and be able to use the water classification guide in
the state statutes to identify and rate specific watercourses.
be able to answer questions based on the
National Wetland Inventory maps. (located at SWCD/NRCS
offices)
describe major threats and sources of
damage done to water resources, including groundwater in
Practice Exercises
Choose a small watercourse near your school
using the USGS topographic map. Outline the watershed boundary surrounding that
feature. What is the major land use?
Using the Water Quality Classifications
Guide of Missouri, choose five streams in your county. Determine the present
potential quality of the water. Find out what general types of macroinvertibrates are likely to be found in those
classifications.
Choose a wetland in your county. Determine
the main functions of the wetland. Make a list of the different land uses
around the wetland - then list possible impacts by pollution to the wetlands
from those land uses.
Go to a local stream or river. By observing
the stream bottom, determine from a field guide what fish are likely to breed
there. Do the same for a local pond based on the estimated water depth. Find
out which areas in your town are stocked with fish each year.
In your community, find examples of three
types of wetlands. Identify three species of plants in each.
Sample Test
Questions for Aquatic Ecology
1. What is the term for water pollution that
can be traced to a point of discharge?
Answer: point source pollution
2. Define a watershed.
Answer: All the land draining to a single point.
3. How does the dominant vegetation in a
forest (versus a prairie or glade) act to protect the soil against erosion?
Answer: Intercepts rainfall - dissipates energy
Roots are more massive
Leaves (forest litter) protects soil on forest floor
4. List four important processes that make
up the water cycle
Answer: Evaporation
Precipitation
Condensation
Transpiration
5. Name four of the five types of erosion.
Answer: Raindrop or splash
Sheet
Rill
Gully/ Streambank
Wind
Forestry
Introduction
The science of forestry is a lot more than
just the study of botany. Forests are dynamic ecosystems, with numerous factors
influencing their development. It is important to understand the cause and
effect relationships that impact individual trees, as well as forest community
development and growth.
Key Points to Understand -
Envirothon Students will be able to:
Understand the basic natural history of
- forest land use
and ownership
-what are the major forest tree species
-forest products and productivity
-climate
Understand forest ecology concepts and
factors affecting them, including:
- the relationship
between soil and forest types
-tree communities
-vegetation differences (be able to identify
trees and shrubs)
-regeneration
-competition
-succession
Understand the cause and effect
relationship of factors affecting tree growth and forest development (climate,
insects, microorganisms, wildlife, etc.)
Understand functions and values of
riparian areas as filters, transformers, sinks, temperature regulators, and
energy source. What kinds of problems may result with the loss of riparian
areas?
Understand how wildlife habitat relates
to:
- forest
communities
- forest species
- forest age
structure
- snags and den
trees
- availability of
mast trees
Be able to identify trees and shrubs
without keys, and with and without leaves:
- primary
- primary
Understand how the following issues are
affected by forest health and management
- biological
diversity
- forest fragmentation
- air quality
- aesthetics
- pest control
- fire
- global warming
- recreation
Understand basic forest management
concepts and tools, such as:
- how do clearcuts, shelterwood cuts, and
group selection cuts differ?
- be able to use a Biltmore stick for
measuring tree diameter and to estimate boardfeet of
harvestable lumber
- be able to distinguish Best Management
Practices (BMPs) for timber harvest
Understand the value of trees in
urban/suburban setting, and the factors affecting their health and survival
Practice Exercises
Name the two of the most important soil
features affecting tree growth in
Go out to a stand of trees and identify all
of them. Practice without using a key, if you can. Measure them and determine
as much silvicultural information from them as
possible. What environmental factors would be the greatest threat to the
development of each tree type?
Identify a local stream that runs through a
farm and a stream that runs through an urbanized neighborhood. What kind of
vegetative buffer exists there? Describe the resultant effects on the water
quality of these streams if vegetative buffer strips are developed or removed
from along the streams.
Go into a wooded area and identify its stage
of development. What benefits does it have for wildlife habitat? What kind of
forest products could be derived from this area? If a developer were to come to
this area, what recommendations would you give for its management?
Differentiate between a service forester, a
consulting forester, and an industrial forester. You may want to call some
foresters to discuss this with them. What kind of information could each of
these foresters give you if you were interested in developing a management plan
for your 30-acre woodlot?
Sample Test
Questions for Forestry
1. What is the standard height at which one
measures diameter at breast height?
Answer: 4.5
feet
2. Snags are:
a. trees with
large crowns that arent easily removed with a skidder
b. the shredded
bark of red cedars that results from the climbing activity of squirrels
c. live trees
with cavities constructed by primary excavators
d. standing
dead trees at least 15 cm (6 in) in diameter and 3 m (10 ft) tall
e. partially felled trees that have caught
on other tree limbs during the cutting process
3. Give the standard names used by foresters
to the size classes of forest trees listed below:
Youngest trees, up to 3 ft. (1 m) tall: Seedling
Trees up to 4 in. (10 cm) diameter,
regardless of height: Sapling
Larger trees, up to 1 ft. (30 cm) in
diameter: Pole
(or pole-sized)
4. What is the state tree of
Answer: Dogwood
5. Name two trees in
Several Answers: Silvermaple, Cottonwood,
Sycamore,
Box Elder, Pin Oak, Hackleberry,
Pecan
Wildlife
Introduction
Diverse wildlife populations are valuable from
many standpoints: as indicators of a healthy ecosystem, for recreation, and for
aesthetics. Understanding a species' requirements and habits is the first step
in ensuring the continuing existence of that particular animal. Proper
protection and management of an animal's habitat will encourage optimum
populations.
Key Point to Understand -
Envirothon Students should be able to:
identify common wildlife species from
silhouettes, mounted specimens, or pictures. (Part of an animal may be shown
instead of the whole animal). Keys will be used for more extensive
identification.
identify common wildlife species based on
wildlife sign. Sign can include animal fur, hair, feathers, tracks, gnawings, rubbings, pellets, and scat.
answer questions concerning the natural
history of wildlife species occurring in
identify wildlife species from natural
history information.
identify basic wildlife survival needs.
describe specific adaptations of wildlife
to their environment and toll in the ecosystem.
describe predator/prey relationships and
be able to identify examples.
describe food chains and food webs and be
able to identify examples.
describe factors that limit or enhance
population growth.
identify habitat requirements for specific
species.
evaluate a given habitat and select or
list species most likely to live there.
describe ways habitat can be improved for
specific species by knowing their requirements.
discuss concepts of carrying capacity and
limiting factors.
discuss how forestry practices can enhance
or impact wildlife habitat.
answer questions concerning hunting
regulations and how they pertain to wildlife management.
describe various ways people can help in
the protection, conservation, management, and enhancement of wildlife
populations.
identify agencies responsible for
providing the protection and management of wildlife resources.
identify wildlife species that are listed
as endangered or threatened and describe the main causes that have led to the
depleted populations.
describe major consequences of wetland
destruction on wildlife.
identify non-native wildlife species that
have been introduced into
identify the most common carriers of
rabies and Lyme disease.
describe the cause, transmission, and
symptoms of rabies and Lyme disease in people and wildlife.
Practice Exercises
Using a field guide to birds, identify two
raptor species and determine their habitat requirements. Do the same for two
waterfowl species and two passerine species.
Choose a large mammal and track its food
chain down to its lowest possible component.
List the animals likely to be found in a
mature forest.
Name three fur-bearers found in your area of
Go to the woodlot and list four habitat
types found there. Identify at least one species that uses each habitat type.
Evaluate each habitat for how well it meets each species basic needs. Make
management recommendations to improve the habitat for a specific species.
Find a wetland that shows evidence of
present or past beaver activity.
Sample Test
Questions for Wildlife
(This question relates to a Prairie or
Grassland Ecostation)
1. Give the common names of five wildlife
species that you would expect to utilize this ecostation
as a primary source for shelter (insects not qualified):
·
Answers: Meadowlark, Bobwhite Quail, Kingbird,
Prairie King Snake, Cotton Rat-Field Rat
(This question relates to a Glade Ecostation)
2. Identify three limiting factors that make
this ecostation unsuitable for many of
Answers: Reduced
prey species
Lack of Cavities
This soils for dens
(These questions relate to a Forest Ecostation)
3. What do you predict is the carrying
capacity (low, medium, or high) for woodchuck at this ecostation
area?
Answer: Low
4. What evidence did you use to determine
your reply?
Answer: Forested
habitat
Few legumes
Rocky
without crops
This
soil
Current
Environmental Issues
Introduction
This station changes every year to highlight
environmental issues that face
the nation. The hosting state for the
In addition to a hands-on testing station on
the current environmental issue, there is an oral presentation station. At this
station, the students will work together as a team to present a solution to an
environmental issue posed to them prior to the competition. The students will
be judged on numerous points including presentation skills, solution
feasibility, participation, etc
.
Example of a Current
Environmental Issue on Land Use Management
Introduction
As more is learned about effective
environmental management, it has become evident that an interdisciplinary
approach to land use planning is needed. Natural resource managers are
challenged to balance not only conservation and development, but also the
competing resources they are trying to protect. For example, best management
practices that are good for water quality may not be best for air quality.
Students interested in environmental careers need to understand the many
different types of land use (e.g., agricultural, forestry, mining, residential,
open space, waste disposal, commercial, etc.) and the complexity of the issues
faced by resource managers.
Objectives
Key Point to Understand -
In Preparation for Envirothon Problem
Solving, Students should be able to:
identify current issues in
list federal,
state, and local laws that regulate our land usage.
identify local land use boards/commissions
and discuss their role in land use management.
understand the concept of watershed
planning as a multidisciplinary approach to land use planning.
use a variety of resource maps to gather
information about an area.
identify local resource agencies and
professionals as contacts for land use planning efforts.
discuss private property rights vs. public
good issues, including the "taking" issue.
Practice Exercises
Imagine that your town has recently acquired
50 acres of open space along a popular fishing stream. The area near the stream
is relatively flat and wet pastureland (15 acres) and the remaining land is
forested upland with moderate slopes and shallow to bedrock in some places.
Three groups in town are interested in the area as follows: the local housing
authority needs low income housing, the recreation department needs more soccer
fields, and the town needs more cemetery space. Develop proposals for each of
the local needs. Then evaluate them from a resource management standpoint.
Volunteer Support
Call your local Soil and Water Conservation
District office to obtain contacts for resource professionals to help prepare a
team for competition. Your local district staff can also provide information
regarding your regional competition and registration.
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1. T J Preacher / |
2. Audrey Rayl / |
3. Tina Hovendick |
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Regional Coordinators |
Regional Coordinators |
Regional Coordinator |
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816-271-3100 ext. 235 / |
660-767-5276 ext. 3 / |
660-547-2353 ext. 3 |
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4. Theresa Dunlap |
5. Paula Champion |
6. Rachel Griffin / |
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Regional Coordinator |
Regional Coordinator |
Regional Coordinators |
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636-922-2833 ext. 3 |
417-466-7682 ext. 3 |
573-996-3619 ext. 3 / |
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7. |
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Peggy Lemons / |
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Regional Coordinators |
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State Coordinators |
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816-759-7305 ext. 2248 / |
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573-893-5188 ext. 3 / |
