Developed by the
Arizona Game and Fish Department
Updated December 2010
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The purpose of this program is to provide you with
some of the major topics you can expect to encounter
during the wildlife portion of the Arizona Envirothon.
This program will NOT provide all of the answers.
Instead, it will introduce you to the major topics you
should understand.
Each topic will consist of two slides. The first will have
questions for you to consider as you prepare for the
competition. The second slide will provide links that
will help you answer those questions.
Remember: this program is just a starting point! You
should be familiar with many of the issues facing
Arizona wildlife and conservation today.
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What is the role of the Arizona Game and Fish
Department (AGFD) in wildlife management and
outdoor recreation?
What is the mission of the AGFD?
How is AGFD funded? How is this different than other
state agencies
How are the roles and responsibilities of federal and
state wildlife agencies similar and different?
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Inside AGFD:
http://www.azgfd.gov/inside_azgfd/inside_azgfd.shtml
AZ Revised Statues – Title 17 – Game and Fish:
http://www.azleg.gov/ArizonaRevisedStatutes.asp?Title=17
Arizona’s State Wildlife Action Plan:
http://www.azgfd.gov/w_c/cwcs.shtml
AGFD Heritage Program:
http://www.azgfd.gov/w_c/heritage_program.shtml
We are Arizona Game and Fish video:
http://www.youtube.com/user/magnusgrafex#p/u/18/yf-X-cYDTwY
Protecting Arizona Wildlife video:
http://www.youtube.com/user/magnusgrafex#p/u/295/JOTpv86YW_w
Heritage Grant video:
http://www.youtube.com/user/magnusgrafex#p/u/314/81ekzfzNoHg
U.S. Fish and Wildlife Service:
http://www.fws.gov/
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What are the differences between birds, mammals,
reptiles, amphibians, and fish?
Why do animals interact with each other? What are the
different ways that animals interact with each other
(i.e., predator/prey, food chains and webs, and
symbiosis)? Name some common Arizona examples.
What are the similarities and differences between
herbivores, carnivores, and omnivores?
What factors affect the wildlife population sizes (i.e.,
carrying capacity, birth and death rates, etc.)?
How does Arizona’s diverse habitats affect physical
and behavioral adaptations of wildlife?
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Desert Animal Survival:
http://www.desertusa.com/survive.html
Life in the Desert video:
http://videos.howstuffworks.com/hsw/10200-life-in-the-desert-animaladaptations-video.htm
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What are the components of habitat?
What biotic communities can be found in Arizona? What
are the characteristics of these communities, especially
the Sonoran Desert and the Sky Islands?
What are the current and potential threats to Arizona’s
habitats, both natural and human-caused?
What is habitat fragmentation? How does it impact
wildlife in Arizona?
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Biotic Communities of Arizona:
http://dana.ucc.nau.edu/~are-p/road_map/eco/biotic.html
Biotic Communities of the Colorado Plateau:
http://cpluhna.nau.edu/Biota/biotic_communities.htm
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What are the benefits and detriments of dams to
humans and wildlife in Arizona?
What are the benefits and detriments of water
catchments (a.k.a. drinkers, guzzlers)? What role do
they have in wildlife management?
Which Arizona waterways are natural and nondammed? Which have been restored? What is their
status and health? How are they used?
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San Pedro River Conservation video:
http://www.youtube.com/user/magnusgrafex#p/u/20/i6cntlf201c
Arizona Fossil Creek fishing video:
http://www.youtube.com/user/magnusgrafex#p/u/21/AZNoQ6RlQvs
Building Water Catchments video:
http://www.youtube.com/user/magnusgrafex#p/u/86/HwEPfxmrBgg
Grand Canyon Dam Colorado River Flooding video:
http://www.youtube.com/user/magnusgrafex#p/u/124/Xr8ivZBJ8WE
Fossil Creek video:
http://www.youtube.com/user/magnusgrafex#p/u/233/dEle8afsOJc
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How do highways and roads affect wildlife populations
and their movements?
What are wildlife linkages? What is habitat
connectivity?
What projects are currently being implemented in
Arizona to help link habitats? Who is involved in these
projects?
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Arizona’s Wildlife Linkages:
http://www.azdot.gov/Highways/OES/AZ_Wildlife_Linkages/index.asp
Highway 93 video:
http://www.youtube.com/user/magnusgrafex#p/u/13/FxBIYDKPaoI
Elk Crossing video:
http://www.youtube.com/user/magnusgrafex#p/u/201/Kz4fCk7MZLk
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Why is wildlife management important?
What is the role of sportsmen and women in wildlife
conservation?
How does the public affect wildlife policy?
Who owns wildlife and does that affect wildlife
management decisions?
How does land ownership affect wildlife management?
What tools and techniques are used to help manage
wildlife? What role does science play?
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North American Model of Wildlife Conservation:
http://www.azgfd.gov/h_f/northamericanmodel.shtml
Bighorn Sheep Translocations video:
http://www.youtube.com/user/magnusgrafex#p/u/129/S_9PZhNvehs
Wild Turkey Relocation video:
http://www.youtube.com/user/magnusgrafex#p/u/237/8r0u6YGT7w4
Building Fish Habitat video:
http://www.youtube.com/user/magnusgrafex#p/u/238/j1xDg_92XPE
Safe Harbor Frogs video:
http://www.youtube.com/user/magnusgrafex#p/u/2/29J82Dk5JZg
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What are native, non-native, invasive, and exotic
species? Based on the criteria you’ve identified, how
would you classify the following species: a. wild horse
and burro, b. pigeon, c. tumbleweed?
What are some common Arizona aquatic and
terrestrial invasive plant and animal species?
What are the economic, recreational, and biological
impacts of invasive species to Arizona? Provide
examples.
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Arizona Invasive Species Advisory Council:
http://www.governor.state.az.us/AIS/
Protect Your Waters:
http://www.protectyourwaters.net/az/
AZ Nonindigenous Aquatic Species:
http://nas.er.usgs.gov/queries/SpeciesList.asp?Group=&State=AZ&Sortby
=%5BGroup%5D,Genus,Species,SubSpecies&submit2=Submit
Arizona’s Invasive Species:
http://www.governor.state.az.us/AIS/Documents/Final%20Invasive%20Re
port%20low%20res.pdf
Arizona’s 10 Most Unwanted Invasive Species:
http://www.azgfd.gov/pdfs/w_c/invasive/10MostUnwantedInvasiveSpecies
.pdf
Arizona Center or Invasive Species:
http://az.gov/invasivespecies/
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How does outdoor recreation affect Arizona’s
economy?
How do each of the following impact wildlife: a. ohv, b.
boating, c. hunting, d. fishing, e. wildlife watching, f.
shooting sports?
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Economic Impact:
http://www.azgfd.gov/w_c/survey_results.shtml
Fishing Worth Millions:
http://www.azgfd.gov/w_c/fishing_worth.shtml
Outdoor Recreation:
http://www.azgfd.gov/outdoor_recreation/outdoor_recreation.shtml
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What are the definitions of endangered, threatened,
species of special concern, and reintroduced? Identify
an Arizona wildlife species for each one.
What are the economic, biological, and political effects
of Mexican grey wolf reintroduction, California condor,
and black-footed ferret in Arizona?
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Heritage Data Management System:
http://www.azgfd.gov/w_c/edits/species_concern.shtml
Mexican Wolf Reintroduction and Management:
http://www.azgfd.gov/w_c/es/wolf_reintroduction.shtml
California Condor Recovery:
http://www.azgfd.gov/w_c/california_condor.shtml
Black-footed Ferret:
http://www.azgfd.gov/w_c/blackfooted_ferret.shtml
Black-footed Ferret Recovery video:
http://www.youtube.com/user/magnusgrafex#p/u/242/3E0BmCu6g9E
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How do (and might) each of the following issues impact
Arizona’s wildlife management:
• Wildlife diseases (CWD, Avian influenza, rabies)
• Quagga mussels
• Wild horse and burro
• Renewable energy
• Decline of hunters
• Border security
• Climate change
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Wildlife Diseases:
http://www.azgfd.gov/w_c/wildlife_related_diseases.shtml
Quagga Mussels:
http://www.azgfd.gov/h_f/zebra_mussels.shtml
Slow the Quagga Mussel Spread video:
http://www.youtube.com/user/magnusgrafex#p/u/70/no4fPQTm2lE
Alamo Burros:
http://www.youtube.com/user/magnusgrafex#p/u/267/jcTcqZoOeSc
Reducing Impacts to Wildlife from Wind Energy:
http://www.azgfd.gov/hgis/pdfs/WindEnergyGuidelines.pdf
Commission Opposes Wild Horse and Burro:
http://www.azgfd.gov/inside_azgfd/WildHorseBurro.shtml
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In addition to the information presented, you need
to be familiar with a variety of wildlife-related skills.
You should be able to:
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Interpret data and maps
Use binoculars
Understand techniques used to identify animals from
pictures, replicas, or live specimens
Use common field guides to identify birds, mammals,
reptiles, amphibians, fish, tracks, scat, and skulls.
• Know how its organized (by color, family)
Be familiar with basic GPS operation
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Learning to identify animals can be frustrating.
Practice helps develop your observation skills. In
addition, it helps you become familiar with your
equipment and field guides. If possible, going out with
an experienced individual will sharpen your skills.
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Adjust the barrels of the binoculars to fit the width of
your eyes. You should see a single image and no black
areas.
Learn proper cleaning.
Learn the visual limits of the binoculars - distance both
near and far and its ability to collect light.
Binoculars come in various sizes. An example is 10 x
42. The first number is the magnification and the
second number is the diameter of the large lens in
millimeters.
To use, first look at the object without the binoculars.
Then, without moving your head, raise the binoculars to
your eyes and adjust the focus.
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The front of the field guide will give tips on observation
and how to use the guide.
Understand how the field guide is organized (by color,
family, etc.)
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Observe the animal, then take notes. You may only have
a few seconds to observe before the animals leaves.
Then, look at the field guide.
Get the major field marks, then look for details if you
have the time.
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Size - Compare it to something you are familiar with,
like a soda can or book bag. Is it larger than a soda can
or smaller?
Shape - Short, squat, ball-shaped, slender, tall, oblong
or football-shaped
Overall color - dark, light, solid, patterned
General habitat – describe the common habitat or
plant communities (i.e., desert, scrub, pinyon-juniper,
pine, chaparral, riparian, grassland)
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Markings – stripes, spots, eye ring, coat color, leg color,
tail strips, beak color, wing bars, etc.
Posture – upright, squat, round, tail visible or not,
leaning forward
Behavior - tail flicks, head bobbing, constantly moving,
still, retreating, aggressive, secretive, what time of day
are they active, if it is eating what kind of food and how
it gets its food
Cover – open, bushy, large leafy trees, grass, edge,
woodland, shore, riparian
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Bill shape – cone, short, long, narrow, curved, hooked,
flat
Feet – webbed, lobbed, talons, long toes, short toes
Wings – rounded, pointed, long, short
Tail – long, short, forked, rounded, square
Eye color – can change with age
Plumage color – can change with age
Song and call - whistled, flutelike, raspy, mechanical,
short notes, long notes, pattern, rhythm
Flight pattern - up and down, straight, circle, quick
beats, long beats, glide
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Coat pattern
Eye color
Tracks and scat – see additional slides
Feeding patterns – look for signs on plants, flesh, or
bones
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Color on the sides or underneath
Behavior - head bobbing, push ups
Eye color
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Shape and size of scales
Fin placement
Tail shape
Mouth shape
Eye color
Remember the water will distort what the fish looks
like.
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Size
Shape
Number of toes
Presence or absence of toe nails
Foot type – hooved, webbed, front, hind
Gate or stride – walking, running, standing
Tail drag
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Shape –segmented, pointed, rounded, log shaped,
pellets
Size
Distribution – piled, scattered, perched on top of
something else
Smell – feline, canine
Content – fur, seeds, bones, smooth, grassy
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Type of teeth - omnivore, carnivore, herbivore
Number of teeth
Position of the eyes – predator, prey
Size of the eyes - nocturnal, diurnal, crepuscular
Size of the nasal cavity – the importance of smell
Sagittal crest – strength of the jaw muscles.
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