NATURAL RESOURCE MANAGEMENT

Transcription

1 = Laboratory/Shop/Community Classroom CBEDS TITLE: AGRICULTURAL RESOURCES & RURAL REEATION - BHS CBEDS NO: 4060 HOURS: Total 270 Classroom 110 Laboratory/Pre-clinical 160 /CVE 0 DATE: July 22, 2008 JOB TITLE: O-NET CODES: JOB TITLE: O-NET CODES: Park Naturalist Forest Technicians Natural Science Mgrs Soil & Water Conservationists COURSE DESIPTION: This course is designed to be offered as a two-year program. The students will receive knowledge and background in Natural Resources, field ecology, water quality, wildlife management, surveying, mapping, and applied aquatic biology. Using the school and an available "outdoor laboratory", the students will have the opportunity to practice and demonstrate those s specific to Natural Resources Management, by participating in specific field studies performed on a local, urban watershed. PREREQUISITES: None METHOD OF STUDENT EVALUATION: Pre and Post test Student Projects Written work Observation record of student performance Completion of assignments and worksheets METHOD OF INSTRUCTION: Lecture Group and individual applied projects Demonstration Field Trips Guest Speaker TEXTS USED: PRIMARY: SUPPLEMENTAL:

2 = Laboratory/Shop/Community Classroom I. INTRODUCTION II. III. A. Course Goals, Objectives and Expectations B. Class Policies and Procedure CAREER PLANNING AND MANAGEMENT A. Students understand how to make effective decisions, use career information, and manage personal career plans: 1. Identify the personal qualifications, interests, aptitudes, knowledge, and s necessary to succeed in careers. 2. List opportunities and requirements for education, training, and licensure. 3. Develop a career plan that is designed to reflect career interests, pathways, and postsecondary options. 4. Identify the role and function of professional organizations, industry, associations, and organized labor in a productive society. 5. Identify past, present, and future career trends. 6. Identify important strategies for selfpromotion in the hiring process, such as job search, applications, cover letter, résumé writing, interviewing s, and preparation of a portfolio. TECHNOLOGY A. Students know how to use contemporary and emerging technological resources in diverse and changing personal, community, and workplace environments: 1. Identify past, present, and future technological advances as they relate to a chosen career pathway. 2. Use technological resources to gain access to, manipulate, and produce information, products, and services. 3. Discuss the influence of current and emerging technology on selected segments of the economy

3 = Laboratory/Shop/Community Classroom IV. PROBLEM SOLVING AND ITICAL THINKING A. Students understand how to create alternative solutions by using critical and creative thinking s, such as logical reasoning, analytical thinking, and problemsolving techniques: 1. Apply appropriate problem-solving strategies and critical thinking s to work-related issues and tasks. 2. Utilize systematic problem-solving models that incorporate input, process, outcome, and feedback components. 3. Use critical thinking s to make informed decisions and solve problems. 4. Apply decision-making s to achieve balance in the multiple roles of personal, home, work and community life. V. HEALTH & SAFETY A. Students understand health and safety policies, procedures, regulations, and practices, including the use of equipment and handling of hazardous materials: 1. Identify the policies, procedures, and regulations regarding health and safety in the workplace, including employers and employees responsibilities. 2. Identify critical elements of health and safety practices related to storing, cleaning, and maintaining tools, equipment, and supplies VI. RESPONSIBILITY AND FLEXIBILITY A. Students know the behaviors associated with the demonstration of responsibility and flexibility in personal, workplace, and community settings: 1. Demonstrate the qualities and behaviors that constitute a positive and professional work demeanor. 2. Demonstrate personal responsibility. 3. Discuss the need to adapt to varied roles and responsibilities. 4. Discuss how individual actions can affect the larger community. 7.0

4 = Laboratory/Shop/Community Classroom VII. VIII. IX. ETHICS AND LEGAL RESPONSIBILITIES A. Students understand professional, ethical, and legal behavior consistent with applicable laws, regulations, and organizational norms: 1. Identify the major local, district, state, and federal regulatory agencies and entities that affect the industry and how they enforce laws and regulations. 2. Demonstrate the concept and application of ethical and legal behavior consistent with workplace standards. 3. Discuss the role of personal integrity and ethical behavior in the workplace. LEADERSHIP AND TEAMWORK A. Students understand effective leadership styles, key concepts of group dynamics, team and individual decision making, the benefits of workforce diversity, and conflict resolution: 1. Identify the characteristics and benefits of teamwork, leadership, and citizenship in the school, community, and workplace settings. 2. Discuss the ways in which professional associations, such as Skills USA, and competitive career development activities enhance academic s, promote career choices, and contribute to employability. 3. Discuss the benefits of teamwork. 4. Demonstrate multiple approaches to conflict resolution and their appropriateness for a variety of situations in the workplace. 5. Demonstrate respect for individual and cultural differences, and for the attitudes and feelings of others. 6. Communicate ideas to justify positions, persuade and convince others, confirm responsibility, and evaluate existing policies and procedures. CALIFORNIA RESOURCES OBJECTIVE: Students will understand the ecological importance of the natural resources in California and will be able to identify the techniques used in running a comprehensive scientific study Reading: 1.1, 1.2, 2.1,

5 = Laboratory/Shop/Community Classroom A. Identify the major components of riparian communities of California and list the value and importance of these communities. B. Describe and discuss the ecological impact of resources on the state and national economies. C. In simple terms, describe and discuss the effects of resource degradation from an ecological and an economic perspective. X. RESOURCES & SOCIETY IN CALIFORNIA XI. XII. OBJECTIVE: Students will understand the interrelationship of resources and society in California, including factors that influence resource intense activities. A. List three problems faced by essential California resources (particularly water) that are caused by population shifts and social and technological trends. B. List five governmental agencies that influence and affect resources in general, and waterways specifically, in California. C. Understand the laws and regulations relative to resource management and watersheds at the state and national level. MANAGEMENT OF NATURAL RESOURCES A. List the reasons for keeping field study records. B. List the purpose of an inventory. C. Maintain: 1. calendar 2. timeline of studies 3. map of field sites 4. equipment lists: a) consumables b) non-depreciable property inventory 5. Budget and financial needs for running a scientific study. SCIENTIFIC INQUIRY & ITICAL THINKING A. Recognize when a problem exists. B. Identify the problem specifically. C. Define and describe the scientific method of problem solving. D. Identify the information that will be needed to solve the problem. E. Explain how to locate specific information related to 10 5 Reading: 1.1, 1.2, 2.1, 10 5 Reading: 1.1, 1.2, 2.1, 5 10 Reading: 1.1, 1.2, 2.1,

6 = Laboratory/Shop/Community Classroom XIII. XIV. the problem. F. List possible solutions to a problem. G. Evaluate the consequences of alternative solutions. H. Be able to determine the best solution among the alternatives I. List the five characteristics of a critical thinker (knows the difference between fact and opinion, is a good listener, etc.). UNDERSTANDING THE ENVIRONMENT OBJECTIVE: Students will develop An view of the environment. An understanding of the interdependence of all aspects of the environment is necessary for the development of sound resource management practices. A. Define ecology, environmental conservation, mitigation, preservation, restoration, and exploitation. B. Identify the components of the biosphere. Diagram an ecosystem with at least six components. C. Describe a biotic succession. D. Explain a basic food chain, including the transfer of energy through the chain. E. Describe an instance in which people have upset the balance of nature and offer a recommendation for correcting or compensating for the upset. F. Explain why a plant community may be present or absent from a given area. G. Explain productivity and how an ecological succession can be altered so it will remain at a secondary stage rather than advancing to the climax stage. H. Discuss the uses of environmental impact statements and E.I.R.s I. Discuss the laws of thermodynamics as they apply to resource management. IDENTIFICATION OF NATURAL RESOURCES OBJECTIVE: Students will identify problems confronting human life as non-renewable natural resources are depleted and the areas available for the production of renewable resources in California become limited. A. List the four main types of natural resources. B. Describe why competition for resources exists. C. Identify three effects of population growth on the environment. D. Describe how population growth is affected by Reading: 1.1, 1.2, 2.1, Reading: 1.1, 1.2, 2.1,

7 = Laboratory/Shop/Community Classroom XV. XVI. XVII. scientific progress. E. List four problems relating to resource use resulting from the shift from a rural to an urban environment. MANAGEMENT & USE OF WATER OBJECTIVE: Students, will understand; the importance of water, its major uses, and water resource management practices. A. Describe the water or hydrologic cycle. B. Define hydropower, evaporation, surface water, groundwater, flood plain, water table, and watershed. C. Identify the forms and locations of the world's water supply. D. Identify the major uses of water in California, including the amounts used for industry, agriculture, and private consumption. E. Describe the major watersheds in California and list the value and importance of these watersheds. F. Describe the major water distribution systems in California G. Describe and discuss the ecological impact of a watershed on state and national resources. H. Students will learn and develop expertise in technical scientific equipment relative to management of water resources. WATER QUALITY & POLUTION OBJECTIVE: Students will understand the ways in which pollution affects water quality and will be aware of possible solutions. A. Identify and describe six major water quality and pollution problems. B. List three specific solutions to water pollution problems. C. Demonstrate two techniques used to determine water quality. D. Provide a brief oral report on a current water quality issue with focus on sediments and water chemistry. E. Students will learn and develop expertise in technical scientific equipment relative to water quality. VERTEBRATE (AVIAN & MAMMALS) OBJECTIVE: Students will develop an understanding of upland game management and-the factors that influence Reading: 1.1, 1.2, 2.1, Reading: 1.1, 1.2, 2.1, 5 20 Reading: 1.1, 1.2, 2.1,

8 = Laboratory/Shop/Community Classroom XVIII. XIX. reproduction and population. A. Name avian and mammalian vertebrates and identify on sight. B. List five factors that influence populations of vertebrates. C. Define the term population curve and demonstrate how reproduction and mortality affect the curve. D. Describe five methods used to improve vertebrate habitat. E. Name five food sources of native and non- native vertebrates. F. Explain the purposes of game management. G. Students will learn and develop expertise in technical scientific equipment relative to vertebrate studies. FISHERIES OBJECTIVE: Students will understand and identify the s necessary for fish identification and fish population ecology. A. Identify major species of trout, warm water fish, anadromous fish, and non-game fish and be able to identify each on sight. B. Identify the basic external parts of a fish. C. Classify fish from local watersheds. D. Identify the habitat needed for spawning of one species of trout and one species of anadromous fish. E. Demonstrate an understanding of fishing laws and regulations. F. Discuss the effects of human behavior and management practices anadromous fisheries. G. Five examples of how anadromous habitats may be improved (or destroyed). H. Students will learn and develop expertise in technical scientific equipment relative to botanical studies. BOTANY A. Collect, label, and make a herbarium collection cataloging the native trees, shrubs, and non- woody annuals. B. Define the role of native plants to the health of the watershed. C. List ways in which the native plants positively affect the environment. D. Calculate, from information provided, the carrying capacity of native trees, shrubs, and non-woody 5 20 Reading: 1.1, 1.2, 2.1, 5 15 Reading: 1.1, 1.2, 2.1,

9 = Laboratory/Shop/Community Classroom XX. XXI. annuals in a given area. E. Properly use an increment borer to determine growth rate and age. F. Develop a plan for enhancement of native autotrophic biodiversity in a given area. INVASIVE SPECIES OBJECTIVE: Students will develop an awareness of the role of non-indigenous species in California and how they can be controlled. A. Define the terms relative to invasive species. B. List three ways in which invasive species can negatively impact the environment. C. Calculate, from information provided the impact invasive species have on the carrying capacity of native species. D. Collect and label all invasive species from the watersheds. E. Develop a plan for eradication of non-native species. F. Collect and identify ten types of weeds and brush common to California rangelands, discuss control methods for each, and identify the geographic distribution of each. G. Identify plants toxic to living organisms. H. Develop a management plan to eradicate invasive species. THREATENED & ENDANGERED SPECIES OBJECTIVE: Students will understand and learn the importance of non-game animals, including predators and endangered species, and the role each plays in the natural community. A. Define endangered species and threatened species. B. Describe how animals are placed on an endangered species list. C. Discuss the value of non-game animals to man. D. Give examples of how the behaviors of three species of animals can cause destruction to property or habitat. E. List five causes of extinction. F. List six obstacles to the restoration of threatened and endangered populations of animals. G. Develop a management plan to restore species to their natural community Reading: 1.1, 1.2, 2.1, 5 10 Reading: 1.1, 1.2, 2.1,

10 = Laboratory/Shop/Community Classroom XXII. EMERGENCY SITUATIONS A. List four general safety procedures to be followed when dealing with people in groups, including emergency numbers. B. Describe the procedure to be taken when attempting a field study on the creek. C. Explain and demonstrate how to give emergency care for shock, venomous bites or stings, broken bones, and hypothermia 5 5 Reading: 1.1, 1.2, 2.1,