Wildlife, Fisheries & Ecology Management

Transcription

1 TEKS CORRELATIONS & SUGGESTED PACING GUIDE Wildlife, Fisheries & Ecology Management icev Agricultural Science Site Meets 100% of TEKS 16 days of teaching material

2 1 History of Aquaculture 2.B; 2.C 2 Introduction to Aquaculture Management 1.A; 1.B; 1.C; 1.D; 2.C; 7.H 7 Aquaculture Safety 1.C; 10.G; 10.H Anatomy & Physiology of Aquatic Species 9.B 5 Fish Species ID.B 5 6 Aquatic Diseases.D 5 7 Field Trip: Texas Freshwater Fisheries.L 2 8 Marketing Aquaculture Products 9.A 9 Reproduction of Fish 9.A 10 Nutrition of Aquatic Species 10.A 11 Propagation of Aquatic Plants 9.B; 10.B 12 Aquatic Diseases 10.C 5 1 Introduction to Forest Management 1.A; 1.B; 1.C; 1.D; 7 1 Surveying Forest Land 6.A; 6.B; 6.C; 6.D; 6.E; 6.F; 6.G 15 Forest Management 7.H 16 Major Insects & Diseases Affecting Forests.D;.E 5 17 Forest Ecosystems 7.H 18 Growing Trees 7.H 19 Harvesting Timber 7.H 20 Cruising Timber 7.E; 7.F; 7.G; 21 Field Trip: Sierra Forest Products 1.A; 1.C 1 22 Regulations: Hunting & Fishing 2.A;.A;.B;.E;.F;.G;.J;.K; 7.H 2 CONTENT LESSONS Regulations: Wildlife Utilization 2.A; 2.B; 2.C;.C;.A;.B;.D;.E;.F;.G;.J;.K; 6.H; 7.H; 8.B 2 Regulations: Recreational Safety 2.D;.C;.E;.F;.G;.H;.I;.J; 8.C; 10.D; 10.E; 10.F 5 25 Wildlife ID Techniques Series (Skull Characteristics; Techniques;.B 5 Game Animals; Game & Upland Birds; Larger Antelopes & Waterbucks; Non-Game Animals; Predators & Furbearers; Sheep & Goats; Water Fowl) 26 Dealing with Drought: Managing Grazing to Benefit Livestock.A 1 27 Conventional Radio Telemetry: VHF Radio Tracking.A 1 28 Hot Topics: Feral Hogs.A 1 29 Feral Hog Trapping: Tools & Techniques.A 0 Hot Topics: Bobwhite Quail Declines.A 1 1 The History & Restoration of Desert Bighorn Sheep in Texas 2.C;.A 1 TEKS icev TEKS Correlations 2 of 12

3 2 Basic Environmental Science 2.B; 2.C 6 Basic Game Management: Ecological Concepts 2.B; 2.C;.A; 5.A; 5.B; 5.C; 5.D; 5.E; 5.G; 5.H; 5.I; 7.A; 7.B; 7.C; 7.D; 6 8.A Water Management 5.F 5 Water Measurement 2.B; 5.G 5 6 Rangeland Watersheds 2.B; 5.G 1 7 Soil Conservation 2.B 7 CAREER GUIDANCE & EXPLORATION LESSONS TEKS TEKS 8 Careers: Wildlife Management 1.A; 1.B; 1.C; 1.D 9 Introduction to Record Keeping 11.A; 11.B; 11.C; 11.D; 11.E Annie Esperanza, Air Resource specialist, Sequoia National Park Dale Bosworth, Chief, USDA, Forest Service Dick Wilberforce, Wildlife Photographer VIRTUAL JOB DESCRIPTIONS Jena Moon, Land Management Biologist, U.S. Fish & Wildlife Service Michael Jaramillo, Texas Game Warden, Texas Parks & Wildlife Renee Seidler, Pronghorn Field Leader, Wildlife Conservation Society OTHER RELATED LESSONS Marketing Forest Products Reforestation Dendrology: The Study of Trees Safety in the Forest Forest Fires: Are They Beneficial? icev TEKS Correlations of 12

4 1 AQUACULTURE SCIENCE LESSONS History of Aquaculture emphasis on use and management. The (B) discuss the history of wildlife, fisheries, and ecology emphasis on use and management. The (C) discuss policies, laws, and the administration of wildlife, fisheries, and ecology and Introduction to Aquaculture Management successful employee. The successful employee. The (A) identify career development and entrepreneurship opportunities in the field of natural resources; (B) apply competencies related to resources, information, interpersonal skills, and systems of operation in natural resources; 7 2 successful employee. The successful employee. The emphasis on use and management. The (C) demonstrate knowledge of personal and occupational health and safety practices in the workplace; and (D) identify employers' expectations, including appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills. (C) discuss policies, laws, and the administration of wildlife, fisheries, and ecology and (7) The student obtains planning data by monitoring natural resource status. The Aquaculture Safety (C) demonstrate knowledge of personal and occupational health successful employee. The and safety practices in the workplace; and (10) The student demonstrates concepts related to optimum (G) recognize hazardous situations; and production. The (10) The student demonstrates concepts related to optimum production. The (H) demonstrate personal fire prevention precautions while working in natural environments. Anatomy & Physiology of (9) The student demonstrates the concepts related to the (B) identify and classify plant and animal aquaculture species. Aquatic Species importance of facilities, harvest, processing, and marketing of aquaculture products. The Fish Species ID (B) identify game, non-game, and fish species; 5 The Aquatic Diseases Field Trip: Texas Freshwater Fisheries 8 Marketing Aquaculture Products The (9) The student demonstrates the concepts related to the importance of facilities, harvest, processing, and marketing of aquaculture products. The (D) identify observable diseases impacting plants and animals; and 5 (L) describe fish harvest techniques and procedures. 2 (A) discuss the importance and progress of aquaculture as an emerging industry; and icev TEKS Correlations of 12

5 9 Reproduction of Fish (9) The student demonstrates the concepts related to the importance of facilities, harvest, processing, and marketing of aquaculture products. The 10 Nutrition of Aquatic Species 11 Propagation of Aquatic Plants (10) The student demonstrates concepts related to optimum production. The (9) The student demonstrates the concepts related to the importance of facilities, harvest, processing, and marketing of aquaculture products. The (10) The student demonstrates concepts related to optimum production. The 12 Aquatic Diseases (10) The student demonstrates concepts related to optimum production. The 1 1 Introduction to Forest Management successful employee. The successful employee. The (A) discuss the importance and progress of aquaculture as an emerging industry; and (A) describe nutritional aspects of aquaculture production; (B) identify and classify plant and animal aquaculture species. (B) discuss requirements for optimum growth of species-specific aquacrops; (C) plan and administer treatments for diseases, parasites, predators, and pests of species-specific aquacrops; FORESTRY SCIENCE & MANAGEMENT LESSONS (A) identify career development and entrepreneurship opportunities in the field of natural resources; (B) apply competencies related to resources, information, interpersonal skills, and systems of operation in natural resources; successful employee. The (C) demonstrate knowledge of personal and occupational health and safety practices in the workplace; and successful employee. The (D) identify employers' expectations, including appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills. Surveying Forest Land (6) The student applies cartographic skills to natural resource (A) describe different types of maps; activities. The (6) The student applies cartographic skills to natural resource (B) interpret map features and legends; activities. The (6) The student applies cartographic skills to natural resource (C) determine map scale and actual distance; activities. The (6) The student applies cartographic skills to natural resource (D) determine direction from map; activities. The (6) The student applies cartographic skills to natural resource activities. The (E) determine elevation and terrain features from topographic maps; (6) The student applies cartographic skills to natural resource (F) use directional tools with maps to locate position; activities. The (6) The student applies cartographic skills to natural resource activities. The (G) use land survey and coordinate system; and 15 Forest Management (7) The student obtains planning data by monitoring natural resource status. The 5 7 icev TEKS Correlations 5 of 12

6 16 Major Insects & Diseases Affecting Forests (D) identify observable diseases impacting plants and animals; and The (E) describe how to report observance of disease infestations. The 17 Forest Ecosystems (7) The student obtains planning data by monitoring natural resource status. The 18 Growing Trees (7) The student obtains planning data by monitoring natural resource status. The 19 Harvesting Timber (7) The student obtains planning data by monitoring natural resource status. The Cruising Timber (7) The student obtains planning data by monitoring natural (E) organize databases of resource data; resource status. The (7) The student obtains planning data by monitoring natural 20 resource status. The (F) use a Geographic Information System to analyze resource data; (7) The student obtains planning data by monitoring natural (G) create a technical report; and resource status. The (A) identify career development and entrepreneurship opportunities successful employee. The in the field of natural resources; 21 Field Trip: Sierra Forest 1 Products (C) demonstrate knowledge of personal and occupational health successful employee. The and safety practices in the workplace; and 5 icev TEKS Correlations 6 of 12

7 SPECIES MANAGEMENT LESSONS Regulations: Hunting & Fishing emphasis on use and management. The (A) analyze the importance of wildlife, fisheries, and ecology 22 Regulations: Wildlife Utilization (7) The student obtains planning data by monitoring natural resource status. The emphasis on use and management. The (A) identify special areas of importance in wildlife and public use (B) identify laws and regulations regarding the use of wildlife resources; (E) demonstrate specific safety certification requirements; (F) demonstrate precautions to use when interfacing with the public concerning regulations and law enforcement; (G) describe security issues for closed and restricted areas; (J) identify the appropriate law enforcement authority; (K) describe wildlife harvest techniques and procedures; and (A) analyze the importance of wildlife, fisheries, and ecology emphasis on use and management. The (B) discuss the history of wildlife, fisheries, and ecology emphasis on use and management. The (C) discuss policies, laws, and the administration of wildlife, fisheries, and ecology and The (C) describe the management of wildlife populations; (A) identify special areas of importance in wildlife and public use (B) identify laws and regulations regarding the use of wildlife resources; icev TEKS Correlations 7 of 12

8 2 Regulations: Recreational Safety (6) The student applies cartographic skills to natural resource activities. The (7) The student obtains planning data by monitoring natural resource status. The (8) The student executes various natural resource enhancement techniques using scientific knowledge from the study of environment and wildlife. The emphasis on use and management. The (D) list factors involved in landowner and property rights; (E) demonstrate specific safety certification requirements; (F) demonstrate precautions to use when interfacing with the public concerning regulations and law enforcement; (G) describe security issues for closed and restricted areas; (J) identify the appropriate law enforcement authority; (K) describe wildlife harvest techniques and procedures; and (H) use a Geographic Information System to interface geospatial data and interpret photos and images. (B) demonstrate wildlife habitat enhancement techniques; and (D) describe how public recreation use is a product. 5 2 (C) discuss laws and regulations regarding recreation safety; (E) demonstrate specific safety certification requirements; (F) demonstrate precautions to use when interfacing with the public concerning regulations and law enforcement; (G) describe security issues for closed and restricted areas; (H) describe solutions to issues concerning public protection; (I) recognize potential threat situations for the public and other users; (J) identify the appropriate law enforcement authority; icev TEKS Correlations 8 of 12

9 25 (8) The student executes various natural resource enhancement techniques using scientific knowledge from the study of environment and wildlife. The (10) The student demonstrates concepts related to optimum production. The (10) The student demonstrates concepts related to optimum production. The (10) The student demonstrates concepts related to optimum production. The Wildlife ID Techniques Series (Skull The Characteristics; Techniques; Game Animals; Game & Upland Birds; Larger Antelopes & Waterbucks; Non- Game Animals; Predators & Furbearers; Sheep & Goats; Water Fowl) (C) demonstrate public use and recreation area enhancement techniques. (D) recognize weather-related dangers; (E) recognize hazards as they relate to terrain; (F) identify poisonous plants and animals; (B) identify game, non-game, and fish species; 5 26 Dealing with Drought: Managing Grazing to Benefit Livestock 27 Conventional Radio Telemetry: VHF Radio Tracking The The 28 Hot Topics: Feral Hogs The 29 Feral Hog Trapping: Tools & Techniques 0 Hot Topics: Bobwhite Quail Declines 1 The History & Restoration of Desert Bighorn Sheep in Texas The The emphasis on use and management. The The (A) identify the basic ecological concepts of game 1 (A) identify the basic ecological concepts of game 1 (A) identify the basic ecological concepts of game 1 (A) identify the basic ecological concepts of game (A) identify the basic ecological concepts of game 1 (C) discuss policies, laws, and the administration of wildlife, fisheries, and ecology and (A) identify the basic ecological concepts of game 1 icev TEKS Correlations 9 of 12

10 ECOLOGICAL PRINCIPLES LESSONS 2 Basic Environmental Science emphasis on use and management. The emphasis on use and management. The (B) discuss the history of wildlife, fisheries, and ecology (C) discuss policies, laws, and the administration of wildlife, fisheries, and ecology and 6 Basic Game Management: Ecological Concepts emphasis on use and management. The emphasis on use and management. The (B) discuss the history of wildlife, fisheries, and ecology (C) discuss policies, laws, and the administration of wildlife, fisheries, and ecology and 6 (A) identify the basic ecological concepts of game The (5) The student examines natural cycles and related phenomena to (A) explain the hydrologic, nitrogen, carbon, and nutrient cycles; (5) The student examines natural cycles and related phenomena to (B) describe succession; (5) The student examines natural cycles and related phenomena to (C) describe population dynamics; (5) The student examines natural cycles and related phenomena to (D) distinguish between primary and secondary producers; (5) The student examines natural cycles and related phenomena to (E) describe predator-prey relationships; (5) The student examines natural cycles and related phenomena to (G) define watershed boundaries; (5) The student examines natural cycles and related phenomena to (H) use the stream classification system; and (5) The student examines natural cycles and related phenomena to (I) describe the influence of weather and climatic factors. (7) The student obtains planning data by monitoring natural (A) describe resource inventory and population studies; resource status. The (7) The student obtains planning data by monitoring natural (B) devise sample plots and points; resource status. The (7) The student obtains planning data by monitoring natural (C) identify and locate resources; resource status. The icev TEKS Correlations 10 of 12

11 (7) The student obtains planning data by monitoring natural (D) interpret data concerning resource availability and health; resource status. The (8) The student executes various natural resource enhancement (A) demonstrate stream enhancement techniques; techniques using scientific knowledge from the study of environment and wildlife. The Water Management (5) The student examines natural cycles and related phenomena to (F) identify potential pollution sources; (B) discuss the history of wildlife, fisheries, and ecology emphasis on use and management. The 5 Water Measurement 5 (5) The student examines natural cycles and related phenomena to (G) define watershed boundaries; (B) discuss the history of wildlife, fisheries, and ecology emphasis on use and management. The (5) The student examines natural cycles and related phenomena to (G) define watershed boundaries; 6 Rangeland Watersheds 1 7 Soil Conservation emphasis on use and management. The (B) discuss the history of wildlife, fisheries, and ecology 7 icev TEKS Correlations 11 of 12

12 8 9 Careers: Wildlife Management Introduction to Record Keeping VIRTUAL JOB DESCRIPTIONS CAREER GUIDANCE & EXPLORATION LESSONS successful employee. The successful employee. The successful employee. The successful employee. The (11) The student develops an improved supervised agriculture experience program as it relates to agriculture, food, and natural resources. The (11) The student develops an improved supervised agriculture experience program as it relates to agriculture, food, and natural resources. The (11) The student develops an improved supervised agriculture experience program as it relates to agriculture, food, and natural resources. The (11) The student develops an improved supervised agriculture experience program as it relates to agriculture, food, and natural resources. The (11) The student develops an improved supervised agriculture experience program as it relates to agriculture, food, and natural resources. The (A) identify career development and entrepreneurship opportunities in the field of natural resources; (B) apply competencies related to resources, information, interpersonal skills, and systems of operation in natural resources; (C) demonstrate knowledge of personal and occupational health and safety practices in the workplace; and (D) identify employers' expectations, including appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills. (A) plan, propose, conduct, and evaluate entrepreneurship; placement; exploratory; research, either experimental or analytical; improvement; supplementary; laboratory-based; or other identified, supervised agricultural experience as an experiential learning activity; (B) apply proper record-keeping skills as they relate to a supervised experience; (C) design and use a customized record-keeping system for the individual supervised experience; (D) participate in youth leadership opportunities to create a wellrounded experience program in agriculture; and (E) produce a challenging approach for a local program of activities in agriculture. Annie Esperanza, Air Resource Specialist, Sequoia National Park Dale Bosworth, Chief, USDA, Forest Service Dick Wilberforce, Wildlife Photographer Jena Moon, Land Management Biologist, U.S. Fish & Wildlife Service Michael Jaramillo, Texas Game Warden, Texas Parks & Wildlife Renee Seidler, Pronghorn Field Leader, Wildlife Conservation Society OTHER RELATED LESSONS Marketing Forest Products Reforestation Dendrology: The Study of Trees Safety in the Forest Forest Fires: Are They Beneficial? icev TEKS Correlations 12 of 12