• Given a woodland or wetland area, the students survey the wildlife and habitat features, and propose a strategy to maintain or enhance the area.
• Given a fresh water and a salt water ecosystem, students explain how water quality affects fisheries and marine resource management in each system.

Standard 2: Students will show they understand the cycling of energy, water, and basic elements of the ecosystem. Students will observe, trace, and analyze the roles energy, water, basic elements, and human activity play in the ecosystem.
Examples of the types of work students should be able to do to meet the standard:

• Students identify water-use issues, management practices, conservation, pollution, and water quality, describing the impact of urban, suburban, and rural influences.
• Students compare and contrast two methods of water management in use to maintain a healthy environment and lifestyle.

Standard 3: Students will show they understand soil composition and the factors which affect the use of different types of soil. They will describe practices necessary to manage and conserve soil resources.
Examples of the types of work students should be able to do to meet the standard:

• Students identify the components of a given soil.
• Given a sloping area, students analyze the soil, slope, and potential use of the land and propose strategies for effective use.

Standard 4: Students will show an understanding of the role of rangelands, their use, and management practices in the economy and ecology of California. Students will outline the distribution of rangelands in California and the endangered plants and animals which inhabit them..
Examples of the types of work students should be able to do to meet the standard:

• Students analyze a rangeland management plan and predict its impact.

Standard 5: Students will show an understanding of basic timber management and political issues in forestry. They will explain the economic importance of forest resources. They will identify and discuss policy issues related to major forest areas of the United States and the world.
Examples of the types of work students should be able to do to meet the standard:

• Basing discussion on the environmental factors influencing the development of a productive forest, students analyze and discuss the impact of forest management strategies on the environment.
• Students diagnose damage from destructive insects and diseases and propose methods for their management.
• Students use a plant key to identify trees and other forest plants.

Standard 6: Students will show an understanding of fire chemistry, fire behavior, and the role of prescribed burning and wildlife suppression and preventing forest fires. Students will design a fire control plan for a simulated forest fire.
Examples of the types of work students should be able to do to meet the standard:

• Students outline and describe the activities and role of selected members of a fire suppression team.

Standard 7: Students will show an understanding of recreation from the perspective of both the recreational enthusiast and the resource manager. Students will identify the impact of outdoor recreation on natural resources and how they influence resource management.
Examples of the types of work students should be able to do to meet the standard:

• Students identify and discuss the components of resource management for multiple uses.

Standard 8: Students will show an understanding of the principles of record keeping. Students will demonstrate record keeping utilizing a variety of methods and systems, and will explain the differences between financial and production records.
Examples of the types of work students should be able to do to meet the standard:

• Students record observations and measurements on a site slated for resource/forestry management.

Standard 9: Students will show that they recognize the traits of effective leaders. Students will participate in leadership training activities, including public speaking, leading group discussions, working within a committee, conducting business meetings, and problem solving.
Examples of the types of work students should be able to do to meet the standard:

• Students identify the personnel management skills needed by a park ranger, crew boss, or refuge operator, and analyze the development of their own skills.

Standard 10: Students will show an understanding of the relationship between supervised practical experience projects and their preparation for a career in agriculture. Students will engage in a supervised practical experience employing skills and knowledge learned in the classroom, maintain an ongoing record book, and identify their needs for continued skill development.
Examples of the types of work students should be able to do to meet the standard:

• Students select skills needed for a career in natural resources or forestry, compare them with those that can be learned in the supervised practical experience, and develop a plan for gaining those missed skills.

• Students survey the local area and develop a land-use plan using several resources such as soil surveys and geological maps. The plan should include designation of agricultural areas, residential areas, and recreational areas. Students present their plans in oral and written formats incorporating a map of the area and a list of jobs created by implementation of the plan.