Natural Resources Management Two Year Competencies

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1 Name: Date: Home School: Number of Possible Sessions: Number of Sessions Attended: Yearly Grade Averages: F1: S1: S2: F2: Certifications: Work Habits and Personal Qualities: The degree to which this individual exhibits qualities which are of value to employers and organizations C = Consistently Demonstrates O = Often Demonstrates R = Rarely Demonstrates D= Does Not Demonstrate WHPQ 1 Is dependable WHPQ 2 Takes initiative WHPQ 3 Is punctual WHPQ 4 Has a positive attitude about working WHPQ 5 Has a positive attitude about authority WHPQ 6 Has a positive attitude about classmates WHPQ 7 Is productive (manages times, materials and resources) WHPQ 8 Performs quality work WHPQ 9 Adapts to different job settings (when learning new tasks) WHPQ 10 Effectively uses oral and written communication WHPQ 11 Practices safe work habits WHPQ 12 Problem solving skills: Shop and practical WHPQ 13 Problem solving skills: academic thinking ability WHPQ 14 Accurate record keeping/organizational ability C O R D Technical Knowledge and Skills: How well this individual knows academic content and/or performs the skills taught in the program 2 = Performs Task Under Close Superviosn 1 = Unable to Perform An itemized competency table can be found in the student binder and on the P drive year Content Specific Competencies History of Natural Resource Use: understand the social, economic, cultural, and political forces that have shaped and still shape human's actions regarding natural resource preservation, 1 HIS 1 conservation and exploitation. 1 WQ 1 1,2 WQ 2 2 WQ 3 Water Quality Parameters: recognize and explain,parameters and their influence on species distribution/abundance; Water Quality/quantity monitoring techniques: demonstrate chemical, physical, biological, electronic monitoring techniques; investigate USGS gauging station data collection Water Pollutants and Eutrophication: recognize,measure, explain sources, process and relate to land use categories, PS and NPS sources of pollution; model pollutant toxicity (LC 50 study) 2 WQ 4 Water Quality Management Strategies: Apply Clean Water Act (CWA) standards, understand and determine applications relating to Designated Uses (DU's), the National Pollution Discharge Elimination System (NPDES) & TMDL, Watershed Protection Approach, Fish Advisories, Chesapeake Bay Agreement, Best Management Practices (BMP's); design nutrient management plan

2 Technical Knowledge and Skills (continued) 2 = Performs Task Under Close Supervision 1 = Unable to Perform LPR 1 Distinguish between common and constitutional laws Clean Water Act: Watershed and nontidal stream assessment: perform and assess Physical habitat assessment (PHI); Fish Index of Biotioc Integrity (FIBI); Benthic IBI (BIBI); shoreline 2 WQ 5 erosion and accretion profile. Clean Water Act: Watershed and Tidal monitoring: application of sampling and analysis 2 WQ 6 techniques- chemical, biological, physical, electronic (Year Two) Water Quality Analysis: collect, record, and analyze long term WQ and biologic data and combine 2 WQ 7 to produce a coherent water quality analysis report (Year Two) 1 SUS 1 Aquaculture: demonstrate and explain principles of system design (recirculating systems) 1,2 SUS 2 Aquaculture: participate in the successful rearing of selected species including raising plant and animal cultures for feeding target species 2 FOR 1 Forestry Measurements: demonstrate and apply use of common forestry tools to collect and analyze forest site data 2 FOR 2 Dendrology: Use tree characteristics (leaf, bark, bud, stem arrangement) to identify unkown tree species 2 FOR 3 Silviculture: Explain common methods used to manage (harvest and regenerate) forest site to meet landowner objectives and goals 2 FOR 4 Forestry Management: develop and design a forest stewardship plan to meet landowner near and long term goals and objectives 1 SOI 1 Soil Science: demonstrate knowledge of and explain soil formation, soil structure, soil properties, Soil Sampling: collect, process, and analyze soil samples using standard tool, equipment, and test 1 SOI 2 kits Soil Management Techniques: demonstrate and apply use of the NRCS soil survey and other resorces to evaluate soils for land uses and management concerns; develop a water quality soil 1 SOI 3 conservation plan or other soil management document. Nutrient Management: demonstrate practical knowledge of soils and watershed SOI 4 characteristics by development or analysis of a nutrient management plan 1 ECO 1 Ecology: understand and demonstrate how biotic and abiotic components of ecosystems interact Ecology: Natural resources- recognize and explain categories of natural resources and implications 1 ECO 2 for management, conservation, and sustainability Ecology: Identify Earth's energy and matter sources and demonstrate how each is cycled, used or 1 ECO 3 transformed by biota and the non living environment. 1 ECO 4 Ecological Sampling Methods- Understand and demonstrate ecological sampling designs Ecological Sampling Tools- demonstrate proper use of standard tools to conduct terrestrial and 1 ECO 4.1 aquatic ecological sampling

3 Technical Knowledge and Skills (continued) 1 ECO 5 2 WIL 1 2 WIL 2 2 WIL 3 2 WIL 4 1 WQ 8 1 WQ 9 2 CB 1 2 CB 2 2 CB 3 1,2 TECH 1 1,2 TECH 2 1,2 TECH 3 1,2 DATA 1 1,2 DATA 2 2 = Performs Task Under Close Superviosn 1 = Unable to Perform Ecological Analysis: collect, process, analyze and compare data from diverse terrestrial ecosystems for habitat diversity and biodiversity; produce a coherent analysis of multiple sites Wildlife Ecology: Understand, demonstrate, and calculate forces and interactions that effect wildlife populations; demonstrate and demonstrate the concept of carrying capacity; demostrate knowledge of link between habitat, community structure and ecosystem stability Wildlife Ecology: Understand and demonstrate how natural abiotic and biotic process contribute to species adaptations; demonstrate advantages of adaptations in ecological terms Wildlife Management: Wildlife Conservation Laws- Threatened and Endangered Species Act, CITES, Lacey Act, Magnuson-Stevens Fisheries Conservation Act Wildlife Management Techniques: Population census methods- aging, sexing and counting (mammals, birds, herpetofauna, fish, macroinvertebrates) Watersheds: understand and demonstrate importance of watersheds in natural resources management; understand and estimate watershed/stream quality using biological, physical and chemical assessments; understand watershed management approach(year One) Watershed management: interpret topographic maps and demonstrate land use impact on watersheds; delineate a watershed using both 7.5' USGS quad maps and GIS technology solutions Estuarine Ecology (Chesapeake Bay focus): Understand and demonstrate circulation and mixing patterns, stratification patterns and nutrient cycling- understand that estuaries are physically dominated and biologically productive systems Chesapeake Bay Ecology: understand and demonstrate critical habitat needs of economically and ecologically important species Chesapeake Bay Management: understand and demonstrate relationship between anthropogenic activities and ecological functions and services (land use) Research/Technical writing/communication: ability to thoroughly research a topic in a variety of sources, follow the writing process and produce polished documents to effectively communicate results of scientific study and other information. Technology: Geographic Information Systems (GIS): ability to use a mapping data and analysis software tool (My World GIS, ArcGIS 9.x) to extract and manipulate geographically linked data on a landscape level from a variety of sources; ability to interpret and produce novel maps that show a variety of land use and ecological outputs; ability to recognize natural resource management potential and implications of GIS software. Technology: Word processing, spreadsheet, presentation and ecological modeling (RAMAS Ecolab) software systems: Ability to enter and manipulate data across programs; access and make use of a variety of textual and graphical information to enhance readability and effectiveness of visual communications; ability to use conceptual software to model wildlife populations to explore wildlife conservation issues. Math and data organization: ability to organize and manipulate numerical data from a variety of sources (including self-gathered); apply basic statistical descriptors and tools (i.e. measures of central tendency, chi square and student's t test) to make sound and defensible conclusions on data; apply basic alegebra and geometry skills to problem solve issues in aquaculture, forestry, land use, and other natural resources management areas

4 Technical Knowledge and Skills (continued) 2 EAP 1 2 EAP 2 1 SUS 3 2 = Performs Task Under Close Superviosn 1 = Unable to Perform Environmental/Ecological Restoration Action Project-research, evaluate, design, and implement and/or monitor a community-based action project the goal of which is to restore and maintain environmental and/or ecological integrity to a local system. Independent Research (Yr 2 research project)- designing and carrying out scientific inquiry: ability to ask appropriate scientific questions and devise hypotheses for natural phenomena; design simple studies utilizing appropriate tools and methods; independently contact appropriate natural resources professionals for assistance and mentorship; maintain an appropriate data collection schedule; analyze data to arrive at logical conclusions; communictae findings in a professional manner. Sustainability/Green Technologies: understand different technologies and assessment tools that contribute toward environmental, ecological and social sustainability. LEEDS building assessments, energy conservation, green landscaping practices, alternative eneries (solar, wind, tidal, etc.)

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