Wildlife & Fisheries; SD CTE #18501
Rationale Statement (Source: http://doe.sd.gov/octe/careerclusters_ag.asp, “AFNR”):
Management of South Dakota’s wildlife and fisheries is critical to our future economic stability.
Skills gained in this area will be beneficial to students seeking careers in the many facets of wildlife and
fisheries. The Wildlife and Fisheries course addresses the biological and environmental issues related to
wildlife and fisheries management within our state. Classroom and laboratory content may be enhanced
by utilizing appropriate equipment and technology. Biology, English and human relations skills will be
reinforced throughout the course. Work-based learning strategies appropriate for this course are schoolbased enterprises and field trips. Opportunities for application of clinical and leadership skills are
provided by participation in FFA activities, conferences and skills competitions such as the Natural
Resources Career Development Event or related proficiency award areas. All students are expected to
complete a Supervised Agricultural Experience program.
Suggested grade level: 10th – 12th
Expectations & Grading: see link online
Health Forms, Code of Conduct, Photo Release, & Safety Forms Required Annually (Handouts)
Topics covered:
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Classification of Animals
Animal Behaviors and Habits
Animal structure or Anatomy
Animal Nuturition and Digestion
Animal Growth
Animal Reproduction
Conservation of Matter
Laws of Energy
o First Law
o Second Law
Natural Cycles
o Carbon
o Nitrogen
o Water
Food Chains
Processing game and fish for
consumption
Disease
Fundamentals of Ecology
Agricultural Impacts on
Ecosystems
Biological Selection
Freshwater Biome
Marine Biome
Terrestrial Biome
o Desert
o Tundra
Grassland Biome
Temperate Forest Biome
Coniferous Forest Biome
A National Treasure
o U.S. Endangered
Species Act
Controversy and Protectionism
Extinction and its Causes
Managing Endangered and
Threatened Species
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Mice, Rats, Voles, and
Lemmings
Squirrels
Marmots and Praire Dogs
Rabbis, Hares, and Pikas
Porcupines
Gophers and Beaverss
Pronghorn
Deer
o Bison and Musk Ox
Wild Sheep
o Mountain Goats
o Peccary
o Horses and Burros
Wild Cats
Wild Dogs
Bears
Weasels
Raccons
Opossums
Shres and Moles
Bats
Armadillo
Ducks
Geese
Swans
Quails
Partridges
Pheasants
Grouse
Turkeys
Pigeons and Doves
Howak-like Birds
o Eagles, Hawks, and
Kites
o Falcons
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o Vultures
o Osprey
Owls
o Typical Owls
o Barn Owls
Songbirds
Crows and Jays
Cuckoos
Kingfishers
Hummingbirds
Long-Legged Wading Birds
Gull-like Birds
Upright Perching Waterbirds
Duck-like Birds
Sandpiper-like Birds
Chicken-like March Birds
Upland Ground Birds
Swallows and Swifts
Tree-Clinging Birds
Catfishes
Sunfishes
Perch
Trout, Char and Whitefishes
Pike
Sturgeons
Minnows and Suckers
Salmon
Steelhead
Striped Bass
Shad
Freshwater Eels
Reptiles
o Alligators and
Crocodiles
o Lizards
o Snakes
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o Turtles and Tortoises
Amphibians
o Frogs and Toads
o Salamanders and
Newts
Role of Private Institutions
o Farmers and Ranchers
o Industry
o Private Citizens
o Game Farms and
Preserves
Role of Special Interest Groups
o Environmental
Organizations
o Recreation Interests
Role of Government
o Government Agencies
o National Parks and
Mountains
o National and
International Law
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Multiple Use Concept of
Management
Wildlife Careers
o Education
o Supervised Experience
o Employer
Expectations
o Occupational Safety
Conserving of the Soil
Maintaining a Pure Water
Supply
Preserving Air Quality
Preserving and Restoring
Wildlife Populations and
Habitats
Reclaiming Damaged or
Polluted Resources
Foundation for Agriculture
Sources of Materials for
Medicines
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Mechanism for Natural Cycles
Recreation
o Intrinsic Value
o Hunting and Fishing
for Sport
o Game Laws and
Regulations
o Using Campgrounds,
Trails, Roads, and
Waterways
Basis for Commerce
Safety Education
The Principle of Stewardship
Ethics, Privileges and
Responsibilities
Wildlife Management
Outdoor Recreation
Management
Delivery Plan:
Students will read assigned materials; participate in discussions, individual, and group activities; identify
fish, insects and wildlife from SD Natural Resources CDE; follow current events/news from SD & MN state
sources; construct a related project to enjoy outdoors or improve habitat; view movie selection(s) chosen by
class that follow topics; utilize courses.k12.sd.us for support material, quizzes, and tests.
 SECTION I ZOOLOGY AND ECOLOGY BASICS
o Chapter 1 Principles of Zoology—Week 1
o Chapter 2 Principles of Ecology—Week 1
o Chapter 3 Understanding Relationships Between Ecology and Agriculture—Week 2
o Chapter 4 Biomes of North America—Week 3
o Chapter 5 Our Wildlife Resources—Week 4
 SECTION II ZOOLOGY AND ECOLOGY OF MAMMALS
o Chapter 6 Gnawing Mammals—Week 5
o Chapter 7 Hoofed Mammals—Week 6
o Chapter 8 Predatory Mammals—Week 7
o Chapter 9 Marine Mammals—Skip
o Chapter 10 Unusual Mammals—Week 7
 SECTION III ZOOLOGY AND ECOLOGY OF BIRDS
o Chapter 11 Waterfowl—Week 8
o Chapter 12 Game Birds—Week 9
o Chapter 13 Birds of Prey—Week 10
o Chapter 14 Songbirds and Other Perching Birds—Week 11
o Chapter 15 Other Birds of North America—Week 12
 SECTION IV ZZOOLOGY AND ECOLOGY OF FISHES, REPTILES AND AMPHIBIANS
o Chapter 16 Freshwater Fishes—Week 13
o Chapter 17 Anadramous and Diadromous Fishes—14
o Chapter 18 Saltwater Fishes and Fauna—Skip
o Chapter 19 Reptiles and Amphibians—Week 15
 SECTION V CONSERVATION AND MANAGEMENT
o Chapter 20 Responsible Management of Wildlife Resources—Week 16
o Chapter 21 Conservation of Natural Resources—Week 17
o Chapter 22 The Human Connection to Wildlife and Natural Resources—Week 18
Resources:
“Fish & Wildlife; Principles of Zoology and Ecology”, 2nd Ed, L. DeVere Burton
“SD GFP Website”
“MN DNER Website”
“Wildlife & Fisheries”, courses.k12.sd.us (Blackboard Learn)
SD CTE Core Technical Standards: (Bloom’s Taxonomy Level : Standard)
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Indicator #1: Demonstrate the importance of fish and wildlife management, including their
respective habitats.
o Applying WF 1.1 Apply knowledge of natural resource components to the management of
wildlife and fish.
 Illustrate the interdependence of organisms within an ecosystem.
 Dramatize predator and prey population relationships.
 Create a food web to interpret wildlife relationships.
 Differentiate factors that influence population density and population dispersion.
 Operate a field study of an ecosystem and record observations of species interactions.
o Understanding WF 1.2 Identify fish and wildlife species.
 Identify aquatic species based on morphological characteristics.
 Identify game animals based on morphological characteristics.
 Identify birds based on morphological characteristics.
 Classify endangered and threatened species of wildlife.
 Identify non-game animals based on morphological characteristics.
 Conduct a field inventory of a wildlife or aquatic species and document the findings.
o Understanding WF 1.3 Identify healthy habitat for wildlife and fish.
 Recognize the characteristics of healthy wildlife habitat for various species.
 Select characteristics of a healthy aquatic habitat for various fish species.
 Report on methods for improving wildlife or fish habitat.
 Survey a habitat and report on comprehensive improvements that must be made.
 Examine waterfowl migration, including why migration occurs.
 Discuss land and water carrying capacity for fish and wildlife.
Indicator #2: Identify economic and social issues related to fish and wildlife.
o Understanding WF 2.1 Discuss the importance of hunting/harvesting fish and wildlife species
and the related responsibility.
 Translate SD Game, Fish and Parks hunting/fishing laws.
 Paraphrase trapping methods and create a position paper on the topic.
 Describe fish harvesting techniques and procedures.
 Describe wildlife harvesting techniques and procedures.
 Identify different viewpoints of hunting/fishing by interviewing people.
 Identify management practices to protect fish and wildlife from overexploitation.
o Applying WF 2.2 Demonstrate processing techniques to use game and fish as food sources.
 Identify potential diseases carried by game species that could infect meat.
 Illustrate food products that can be obtained from various wildlife species.
 Illustrate the uses of South Dakota fish for consumption.
 Safely process wild game and fish species for consumption.
 Demonstrate safe food handling techniques.
 Demonstrate safe and proper food preparation.
o Applying WF 2.3 Dramatize safety practices related to wildlife and fish.
 Demonstrate safety practices when hunting or fishing.
 Become HuntSafe certified.
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Demonstrate appropriate responses to accidents and injuries that occur while hunting and
fishing.
Indicator #3: Compare life patterns of fish and wildlife.
o Analyzing WF 3.1 Differentiate fish and wildlife function and form in their daily lives.
 Compare and contrast physiological differences between mammals, birds and fish by
viewing skeletal and muscular diagrams.
 Distinguish form and function of body systems in various wildlife species.
 Examine survival techniques used by wildlife species.
o Understanding WF 3.2 Identify seasonal rituals of fish and wildlife species.
 Examine phases of ungulate animal rut.
 Examine annual big game migration.
 Describe why some animals don’t migrate.
 Discuss the hibernation process and identify animals that hibernate.
 Analyze breeding seasons and rituals for wildlife and fish.
o Evaluating WF 3.3 Diagnose wildlife and fish diseases.
 Evaluate the causes of diseases in fish and wildlife.
 Appraise photos of fish and wildlife diseases to identify the affliction.
 Select wildlife disease management techniques.