environmental science and natural resources cde … school/hs... · soil erosion soil analysis...

EnvironmEntal SciEncE and natural rESourcES cdE

57FLORIDA FFA ASSOCIATION

ENVIRONMENTAL SCIENCE AND NATURAL RESOURCES CDEPURPOSEEnvironmental and natural resource education has a responsibility to ensure an educated public and provide students prepared to enter careers in the environmental and natural resource industry. The purpose of the environmental and natural resource career development event is to stimulate student interest and to promote environmental and natural resource instruction in the agricultural education curriculum and to provide recognition for those who have demonstrated skills and competencies as a result of environmental and natural resource instruction.

ELIGIBILITYThe participant must be an active member of a chartered Florida FFA Chapter and enrolled in grades 9, 10, 11, and 12. Each junior and senior chapter may enter one team of four individuals.

EVENT PROCEDURES1. Team Make-up - Team size shall be four members. Only the

top three scores will count towards the total team score. The team score is comprised of all four (4) members’ exam and practicum scores as well as the team activity.

2. Under no circumstance will any participants be allowed to handle any of the items in the identification portion of the practicum’s. Any infraction of this rule will be sufficient to eliminate a team from the event.

3. Participants will be assigned to group leaders who will escort them to various event-staging sites. Each participant is to stay with his or her assigned group leader throughout the event or until told to change leaders by the event superintendent.

4. Participants must come to the event prepared to work in adverse weather conditions. The event will be conducted regardless of the weather. Participants should have rainwear, warm clothes and appropriate footwear.

5. Written Material: All written material will be furnished for the event. No written materials such as tests, problems and worksheets shall be removed from the site.

6. Materials student must provide – Each participant must have a clean, free of notes clipboard, two sharpened No. 2 pencils, and an electronic calculator. Calculators used in this event should be battery operated, non-programmable, silent with large keys and large displays. Calculators should have only these functions – addition, subtraction,

multiplication, division, equals, percent, square root, +/- key, and one memory register. No other calculators are allowed to be used during the event.

7. Equipment provided – All other tools and equipment will be furnished for the event. Participants must use the tools and equipment furnished at the event.

8. Unless otherwise noted, the written exam will be created using odd chapters on odd years and even chapters on even years, aligned with the state finals date - not the preliminary.

EVENT SCHEDULEPRELIMINARYThe preliminary contest will be held on the Fall CDE Preliminary CDE Testing Day. The top ten teams completing the written 50-question exam will be eligible for competition in the state level contest. 60 minutes will be allotted for the written exam.

FINALSThe state level event will be comprised of a written exam, individual practicums and a team activity.

EVENT PRACTICUMSKNOWLEDGE PRACTICUMWRITTEN EXAMContestants will have 60 minutes to complete a 50 question objective test. The exam will be based on the Delmar Cengage Environmental Science Fundamentals & Applications textbook. Unless otherwise noted, the written exam will be created using odd chapters on odd years and even chapters on even years.

PERFORMANCE PRACTICUMTEAM ACTIVITYStudents will be provided a scenario prior to the event that deals with an environmental/natural resource problem.

1. Teams will be required to develop both an oral, as well as a written statement that addresses the questions in the annual scenario.

2. Teams will submit a written summary of their findings at the time of check-in.

3. Teams will prepare their oral presentation prior to arrival.4. Teams will be required to give an oral presentation justifying

the decisions made by the team. The team will have eight minutes to make the oral presentation.

5. Teams will be required to answer questions in regards to the decision reached by their team. Question period will be 5 minutes in length.

6. Teams will be provided a scenario that relates with an environmental/natural resource problem from the following areas:


58 CAREER DEVELOPMENT EVENT HANDBOOK

SOILS ■ Physical properties ■ Soil erosion ■ Soil analysis ■ Environmental impact

of soil degradation

WASTE MANAGEMENT ■ Preventing and

reducing solid waste ■ Disposing of waste ■ Manure management ■ Hazardous waste

ECOSYSTEMS ■ Basic ecological

concepts ■ Management of

ecosystems ■ Grassland

ecosystems ■ Forestry ecosystems ■ Aquatic ecosystems ■ Wetland ecosystems ■ Non-native species

effect on ecosystems

WATER ■ Importance of water

quality ■ Factors that influence

the quality of water ■ Measure to ensure

water quality ■ Management

practices used to ensure water quality

WRITTEN PRACTICUMPRESS RELEASE WRITING (ALL YEARS)

1. Participants will be furnished access to computers, or similar equipment, on which to create a written document. (In the event electronic equipment is not available pencils/pens will be provided.)

2. Participants will create a written document, 350 words or less in the style of a news/press release.

3. Press release should contain the basic elements (facts)customarily found in written publications (who, what, where, when and how). The elements/facts presented are to reflect the thoughts of the participant in relation to the topic being addressed.

4. Key Elements – What type of change is being proposed? – Does the proposed solution reflect an economic,

or natural resource, impact on surrounding communities?

– Have participants clearly stated the outlined problem and a solution?

– Does the press release outline and explain the problem in a clear manner? (I.e.: could someone from outside the competition or FFA arena read the release and understand the problem and proposed solution)?

IDENTIFICATION PRACTICUMIDENTIFICATION (ALL YEARS)Students will identify fifty (50) items from the following combined areas:

■ Equipment ■ Plants

■ Wildlife ■ Reptiles/Amphibians ■ Fish ■ Predators ■ Birds ■ Non-Native Species

PROBLEM SOLVING PRACTICUMSWATER ANALYSIS (EVEN YEARS)Using measuring devices, each participant will measure a sample of water for quality analysis and contaminants.

■ Analyze the results of measurements. ■ Name possible causes of the particulate or other

contaminant: ■ Are they natural ■ Are they pollutants (what level is acceptable) ■ Describe the effects on the environment of the

polluntants. ■ List the sources of the pollutants. ■ Discuss ways the water quality can be improved.

SOIL NUTRIENT ANALYSIS (ODD YEARS)1. Students will be furnished with a sample of soil and test kit.

They will have to determine the current levels of: – Nitrogen – Potassium – pH – Phosphorus

2. Students will use this information along with an extension service crop sheet provided to make suggestions for what fertilizers need to be added to grow a given crop. (Example of crops, corn, wheat, tobacco, soybeans)

SKILLS PRACTICUMGPS LOCATIONS (ALL YEARS)

1. Students will be furnished with a Global Positioning System (GPS) unit and a map with points identified in longitude and latitude.

2. Using the GPS unit, the participant will be required to walk to and locate the points.

3. Participants will then record a predetermined identification mark located at each point.

4. Participants shall know how to read longitude and latitude numbers, how to use a GPS unit and understand differential corrections.



SCORINGPRELIMINARIESPracticum Activity Individual Team

Knowledge Written Exam 100 300

Total 100 300

FINALSPracticum Activity Individual Team

Knowledge Written Exam 100 300

Performance Team Activity 850

Written Press Release Writing

100 300

Identification 100 300

Problem Solving (Even Years)

Water Analysis

100 300

Problem Solving (Odd Years)

Soil Nutrient Analysis

100 300

Skills (All Years) GPS Locations

100 300

Official Dress 50 150

Total 650 2,800

TIE BREAKERSTies will be broken using the following procedure, unless otherwise noted by the CDE Coordinator. In breaking a tie for a team the drop score will be used first, followed by team written exam total, and then by team placing class total. Individual ties will be broken by oral reasons first, followed by written exam, and then by a single placing class (chosen by CDE Coordinator). If any of these are absent from a CDE, (ie. oral reasons, written exam, etc), then the next highest point practicum will be used.

AWARDSAwards will be presented at an awards ceremony. Awards are presented to teams as well as individuals based upon their rankings. Awards are sponsored by a cooperating industry sponsor(s) as a special project and/or by the general fund of the Florida FFA Foundation.

REFERENCESThis list of references is not intended to be inclusive. Other sources may be utilized and teachers are encouraged to make use of the very best instructional materials available. The following list contains references that may prove helpful during event preparation.

Environmental Science: Fundamentals and Applications, 1st EditionDeVere BurtonISBN-13: 9781418053543448 Pages | © 2009 | Published



Environmental and Natural Resources Career Development Event 2012-2016

Environmental and Natural Resources Career Development Event 10

Environmental and Natural Resources Team Activity Summary Scorecard

State: Team No.:

Category Possible Score

1 Quality of Management Plan (Written Statement) 150

2 Analysis of Information (Oral Presentation) 200

3 Team Presentation 300

4 Questions 200

TOTAL 850

Judge’s Name Judge’s Signature Date





Environmental and Natural Resources Team Activity Written Statement Scorecard – 150 points

State: Team No.:

Indicators Very strong evidence skill

is present 5-4

Moderate evidence skill is present

3-2

Strong evidence skill is not present

1-0 Weight Total

Score

A. Spelling/ grammar (sentence struc-ture, verb agreement, etc.)

Spelling and grammar are extremely high quality. • 2 or fewer spelling

errors are present. • 2 or fewer grammar

errors are present.

Spelling and grammar are adequate. • 3-5 spelling errors are

present. • 3-5 grammar errors are

present.

Spelling and grammar are less than adequate. • 6 or more spelling

errors are present. • 6 or more grammar

errors are present.

X 5

B. Message Communicates ideas ex-tremely clearly as well as extremely focused. Thoughts are very interest-ing and understandable. • All main ideas are

supported by clear and vivid details.

• Clearly organized and concise by remaining on target, is complete-ly focused with obvi-ous construction and strong introduction, body and conclusion layout.

Communicates ideas clearly and concisely, and message is interesting and under-standable. • Most of the main ideas

are supported by suffi-cient details.

• Good organization with few statements out of place or lacking in clear construction.

Communicates ideas clear-ly, but message is difficult to understand. • None of the main ideas


• Little to no organiza-tion is present and is sometimes awkward and lacking construc-tion.

X 5

C. Writing style

Writing style is selectively appropriate for the intended audience. • The style chosen has

obviously been well thought-out based on the specific audience.

Thought was given to the intended audience, and the style reflects the purpose for communicating with that audience. • Most language is ap-

propriate for the in-tended audience.

Writing style does not show intent to connect with dif-ferent types of audiences, style is more for a generic reader. • Some language used

might be confusing for some audiences

X 5

CONTENT

Indicator 10-7 points 6-4 points 3-0 points

D. Written content

Covers topic in-depth with details and examples. • Subject knowledge is

excellent.

Includes essential knowledge about the topic. • Subject knowledge

appears to be good.

Includes essential infor-mation about the topic but there are 1-2 factual errors. X 7.5

Total Points

Points Earned





Environmental and Natural Resources Team Activity - Team Presentation - 300 points

State: Team No.:

Oral Communication – 200 points

Indicators Very strong evidence skill is

present 5-4

Moderate evidence skill is present 3-2


1-0 Weight Total

Score

B. Speaking without hesitation

Speaks very articulately without hesitation. • Never has the need for

unnecessary pauses or hesitation when speaking.

Speaks articulately but sometimes hesitates. • Occasionally has the need for

a long pause or moderate hesitation when speaking.

Speaks articulately but frequently hesitates. • Frequently hesitates or has

long, awkward pauses while speaking.

X 10

C. Tone

Appropriate tone is consistent. • Speaks at the right pace to

be clear. • Pronunciation of words is

very clear and intent is apparent.

Appropriate tone is usually con-sistent. • Speaks at the right pace most

of the time but shows some nervousness.

• Pronunciation of words is usually clear, sometimes vague.

Has difficulty using an appropri-ate tone. • Pace is too fast; nervous. • Pronunciation of words is

difficult to understand; unclear.

X 10

E. Speaking unrehearsed

Speaks unrehearsed with comfort and ease. • Is able to speak quickly

with organized thoughts and concise answers.

Speaks unrehearsed mostly with comfort and ease but sometimes seems nervous or unsure. • Is able to speak effectively,

has to stop and think and sometimes gets off focus.

Shows nervousness or seems unprepared when speaking unre-hearsed. • Seems to ramble or speaks

before thinking.

X 10

G. All team members participated

• All team members took an active role in the presenta-tion.

• Three team members took an active role in the presenta-tion.

• Two or less team members took an active role in the presentation.

X 10

Non-verbal communication – 100 points

A. Attention (eye contact)

Eye contact constantly used as an effective connection. • Constantly looks at the

entire audience (90-100% of the time).

Eye contact is mostly effective and consistent. • Mostly looks around the

audience (60-80% of the time).

Eye contact does not always allow connection with the speak-er. • Occasionally looks at some-

one or some groups (less than 50% of the time).

X 5

B. Manner-isms

Does not have distracting man-nerisms that affect effectiveness. • No nervous habits.

Sometimes has distracting manner-isms that pull from the presenta-tion. • Sometimes exhibits nervous

habits or ticks.

Has mannerisms that pull from the effectiveness of the presenta-tion. • Displays some nervous

habits – fidgets or anxious ticks.

X 5

C. Gestures

Gestures are purposeful and effective. • Hand motions are expres-

sive and used to emphasize talking points.

• Great posture (confident) with positive body lan-guage.

Usually uses purposeful gestures. • Hands are sometimes used to

express or emphasize. • Occasionally slumps; some-

times negative body lan-guage.

Occasionally gestures are used effectively. • Hands are not used to em-

phasize talking points; hand motions are sometimes distracting.

• Lacks positive body lan-guage; slumps.

X 5

D. Well-poised

Is extremely well-poised. • Poised and in control at all

times.

Usually is well-poised. • Poised and in control most of

the time; rarely loses compo-sure.

Isn’t always well-poised. • Sometimes seems to lose

composure. X 5

Total Points

Points Earned



Indicators

Very strong evidence skill is

present 5-4


3-2


1-0

Points Earned Weight Total

Score

A. Examples Examples are vivid, precise and clearly explained.

• Examples are original, logical and relevant.

Examples are usu-ally concrete, sometimes needs clarifica-tion.

• Examples are ef-fective, but need more originality

Examples are ab-stract or not clearly defined.

• Examples are sometimes con-fusing, leaving the listeners with questions.

X 10

B. Being detail-oriented

Is able to stay fully de-tail-oriented. • Always pro-

vides details which support the issue; is well organized.

Is mostly good at being detail-oriented. • Usually pro-

vides details which are sup-portive of the issue; displays good organiza-tional skills.

Has difficulty being detail-oriented. • Sometimes

overlooks de-tails that could be very benefi-cial to the issue; lacks organiza-tion.

X 10

C. Connect-ing and ar-ticulating facts and issues

Exemplary in connect-ing facts and issues and articulating how they impact the issue locally and globally. • Possesses a

strong knowledge-base and is able to effectively artic-ulate infor-mation regard-ing related facts and current is-sues.

Sufficient in connecting facts and issues and articulating how they impact the issue locally and globally. • Possesses a

good knowledge-base and is able to, for the most part, articulate information re-garding related facts and current issues.

Has difficulty with con-necting facts and issues and articulating how they impact the issue locally and globally. • Possesses some

knowledge-base but is unable to articulate infor-mation regard-ing related facts and current is-sues.

X 20

Total Points

Environmental and Natural Resources Team Activity - Analysis of Information (Presentation) - 200 points

State: Team No.:





Environmental and Natural Resources Team Activity - Team Presentation - 300 points

State: Team No.:

Oral Communication – 200 points

Indicators Very strong evidence skill is

present 5-4

Moderate evidence skill is present 3-2


1-0 Weight Total

Score

B. Speaking without hesitation

Speaks very articulately without hesitation. • Never has the need for

unnecessary pauses or hesitation when speaking.

Speaks articulately but sometimes hesitates. • Occasionally has the need for

a long pause or moderate hesitation when speaking.

Speaks articulately but frequently hesitates. • Frequently hesitates or has

long, awkward pauses while speaking.

X 10

C. Tone

Appropriate tone is consistent. • Speaks at the right pace to

be clear. • Pronunciation of words is

very clear and intent is apparent.

Appropriate tone is usually con-sistent. • Speaks at the right pace most

of the time but shows some nervousness.

• Pronunciation of words is usually clear, sometimes vague.

Has difficulty using an appropri-ate tone. • Pace is too fast; nervous. • Pronunciation of words is

difficult to understand; unclear.

X 10

E. Speaking unrehearsed

Speaks unrehearsed with comfort and ease. • Is able to speak quickly

with organized thoughts and concise answers.

Speaks unrehearsed mostly with comfort and ease but sometimes seems nervous or unsure. • Is able to speak effectively,

has to stop and think and sometimes gets off focus.

Shows nervousness or seems unprepared when speaking unre-hearsed. • Seems to ramble or speaks

before thinking.

X 10

G. All team members participated

• All team members took an active role in the presenta-tion.

• Three team members took an active role in the presenta-tion.

• Two or less team members took an active role in the presentation.

X 10

Non-verbal communication – 100 points

A. Attention (eye contact)

Eye contact constantly used as an effective connection. • Constantly looks at the

entire audience (90-100% of the time).

Eye contact is mostly effective and consistent. • Mostly looks around the

audience (60-80% of the time).

Eye contact does not always allow connection with the speak-er. • Occasionally looks at some-

one or some groups (less than 50% of the time).

X 5

B. Manner-isms

Does not have distracting man-nerisms that affect effectiveness. • No nervous habits.

Sometimes has distracting manner-isms that pull from the presenta-tion. • Sometimes exhibits nervous

habits or ticks.

Has mannerisms that pull from the effectiveness of the presenta-tion. • Displays some nervous

habits – fidgets or anxious ticks.

X 5

C. Gestures

Gestures are purposeful and effective. • Hand motions are expres-

sive and used to emphasize talking points.

• Great posture (confident) with positive body lan-guage.

Usually uses purposeful gestures. • Hands are sometimes used to

express or emphasize. • Occasionally slumps; some-

times negative body lan-guage.

Occasionally gestures are used effectively. • Hands are not used to em-

phasize talking points; hand motions are sometimes distracting.

• Lacks positive body lan-guage; slumps.

X 5

D. Well-poised

Is extremely well-poised. • Poised and in control at all

times.

Usually is well-poised. • Poised and in control most of

the time; rarely loses compo-sure.

Isn’t always well-poised. • Sometimes seems to lose

composure. X 5

Total Points

Points Earned





Environmental and Natural Resources Writing Exercise Scorecard – 100 points

State: Team No.:

Indicators Very strong evidence skill

is present 5-4


3-2


1-0 Weight Total

Score

A. Spelling/ grammar (sentence struc-ture, verb agreement, etc.)

Spelling and grammar are extremely high quality. • 2 or fewer spelling

errors are present. • 2 or fewer grammar

errors are present.

Spelling and grammar are adequate. • 3-5 spelling errors are

present. • 3-5 grammar errors are

present.

Spelling and grammar are less than adequate. • 6 or more spelling

errors are present. • 6 or more grammar

errors are present.

X 2.5

B. Message Communicates ideas ex-tremely clearly as well as extremely focused. Thoughts are very interest-ing and understandable. • All main ideas are

supported by clear and vivid details.

• Clearly organized and concise by remaining on target, is complete-ly focused with obvi-ous construction and strong introduction, body and conclusion layout.

Communicates ideas clearly and concisely, and message is interesting and under-standable. • Most of the main ideas


• Good organization with few statements out of place or lacking in clear construction.

Communicates ideas clear-ly, but message is difficult to understand. • None of the main ideas


• Little to no organiza-tion is present and is sometimes awkward and lacking construc-tion.

X 5

C. Writing style

Writing style is selectively appropriate for the intended audience. • The style chosen has

obviously been well thought-out based on the specific audience.

Thought was given to the intended audience, and the style reflects the purpose for communicating with that audience. • Most language is ap-

propriate for the in-tended audience.

Writing style does not show intent to connect with dif-ferent types of audiences, style is more for a generic reader. • Some language used

might be confusing for some audiences.

X 2.5

CONTENT

Indicator 10-7 points 6-4 points 3-0 points

D. Written content

Covers topic in-depth with details and examples. • Subject knowledge is

excellent.

Includes essential knowledge about the topic. • Subject knowledge

appears to be good.

Includes essential infor-mation about the topic but there are 1-2 factual errors. X 5

Total Points

Points Earned





Environmental and Natural Resources Water Analysis Scorecard – 100 points

Your job today is to analyze the given water sample. You will need to find the given levels of the following possible factors: nitrites, dissolved oxygen, nitrates, pH, phosphates, water hardness, chlorine, ammonia and the current temperature. Using this information indicate if the water quality is suitable for the given species. Indicate the limiting factors and explain ways this water quality can be improved. (Each year, you will test for four of the categories listed in the handbook.)

Category Answers Possible Points Score

1 10

2 10

3 10

4 10

Indicate if the quality of the sample is suitable for the following use: 10

Indicate the limiting factor(s): 25

How can water quality be improved? 25

100


Total Score:

Name: Participant No.:

State: Team No.:





Environmental and Natural Resources Soil Analysis Scorecard – 100 points

Your job today is to take a soil sample from the given area. You will need to determine the levels of nitrogen, phosphorus, potassium and pH from the lab results. Utilizing the lab results and the given Extension Service bulletin make a recommendation for the amount and type of fertilizer that should be added to grow the designated crop.

___________________________________________________________________ Judge’s Name Judge’s Signature Date


State: Team No.:

Possible Points Score

Samples are pulled correctly - process

Sample 10

Samples are pulled from correct locations

Location 1 Yes No 4

Location 2 Yes No 4

Location 3 Yes No 4

Location 4 Yes No 4

Location 5 Yes No 4

Location 6 Yes No 4

Location 7 Yes No 4

Location 8 Yes No 4

Location 9 Yes No 4

Location 10 Yes No 4

Analyze Lab Results

Category Level

Nitrogen (N) 5

Potassium (K) 5

Phosphorus (P) 5

pH 5

Fertilizer Recommendation

30

100 Total





Environmental and Natural Resources GPS Location Scorecard – 100 points


State: Team No.:

List your numbers for each location point following the latitude and longitude given. Note: Variance for differential corrections are noted on condition sheet.

Location Point Point Number Possible Points Score

1 20

2 20

3 20

4 20

5 20

Total Points


Copyright © 2015 Florida FFA Association. All rights reserved. Do not duplicate without written consent.

EVENT NAME

CHAPTER ID NUMBER GROUP NUMBER

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WATER QUALITY

A refractometer

B secchi disk

C thermometer

D water bottle samplers

Ewater meter for physical/chemical parameters (pH,conductivity and/or DO)

AQUATIC

A aquatic net

B bottom dredges

C fi sh measuring board

D plankton net

E seines

A sieves

B stream bottom sampler

WILDLIFE

C binoculars

D mammal traps

E snake/reptile stick

A radio telemetry unit

B animal tags/bands

GEOGRAPHICAL

C GPS unit

WEATHER

D barometer

E sling psychrometer

A rain gauge

B wind speed meter

FORESTRY

C biltmore stick

D diameter tape

E prism

A tree increment borer

NATIVE WILDLIFE

B armadillo

C badger

D beaver

E bison

A black bear

B bobcat

C chipmunk

D cottontail

E coyote

A elk

B fox squirrel

C gray squirrel

D gray wolf

E grizzly bear

A jack rabbit

B mole

C moose

D mountain goat

E mountain lion

A muskrat

B opossum

C pocket gopher

D polar bear

E porcupine

A prairie dog

B pronghorn

C raccoon

D red fox

E skunk

A weasel

B whitetail deer

C woodchuck

NATIVE BIRDS

D bald eagle

E blue jay

A brown pelican

B brown thrasher

C calliope hummingbird

D Canada goose

E cardinal

A Cooper’s hawk

B Crissal’s thrasher

C eastern bluebird

D great horned owl

E great blue heron

A golden eagle

B kestrel

C least tern

D mallard duck

E mountain bluebird

A osprey

B purple martin

C quail

D red-tailed hawk

E ruby-throated hummingbird

A turkey

B white pelican

C wood duck

NATIVE REPTILES/AMPHIBIANS

D alligator

E alligator snapping turtle

A black rat snake

B bullfrog

C collared lizard

D common snapping turtle

A copperhead snake

B coral snake

C corn snake

D cottonmouth

E crocodile

A diamondback rattlesnake

B fence lizard

C garter snake

D green anole lizard

E gray tree frog

A red eared slider

B ring neck snake

C rubber boa snake

D scarlet king snake

E timber rattlesnake

A Woodhouse’s toad

FISH/AQUATIC ANIMALS

B blue catfi sh

C bream/bluegill

D channel catfi sh

E clam

A crab

B crappie

C crayfi sh

D fl athead catfi sh

E largemouth bass

A lobster

B salmon

C shrimp

D smallmouth bass

E sturgeon

A trout

B walleye

C yellow bullhead catfi sh

INVASIVE/NON-NATIVE PLANTS

D Chinese tallow

E English ivy

A Himalaya blackberry

B hydrilla

C kudzu

D leafy spurge

E melaleuca

A mimosa tree

B purple loosestrife

C saltcedar

INVASIVE/NON-NATIVE ANIMALS

D Asiatic clam

E Asian long-horned beetle

A brown trout

B carp

C Chinese mitten crab

D chukkar

E English sparrow

A European starling

B feral hog

C fi re ant

D Norway rat

E nutria

A ring neck pheasant

B sea lamprey

C talipia

D zebra mussel

environmental science and natural resources cde … school/hs... · soil erosion soil analysis...

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