PREPARATION & SURVIVAL

Wildlife, Fisheries & Ecology Management

Ms. Woodcock

Course Wildlife, Fisheries & Ecology Management

Unit Hunter’s Education

TEKS 130.17c1C
The student demonstrates professional standards/
employability skills required by business and
industry. The student is expected to:
• Demonstrate knowledge of personal and
occupational safety and health, environmental
regulations, and first-aid policy in the workplace

130.17c4B
The student knows the scientific basis of an applies
concepts related to wildlife managements. The
student is expected to:
• Analyze the basic ecological concepts of game
management
• Identify game, non-game, upland, and migratory
game birds, waterfowl, forbears, freshwater and
saltwater fish, predators, and protected engaged
species.

130.17c5C,E,
The student knows the interrelationship between
various aspects of wildlife and outdoor public use
management. The student is expected to:
• Apply laws and regulations regarding recreation
safety such as angler, archer, boater, and hunter
safety
• identify appropriate safety certification
requirements

130.17c7A&D
The student applies cartographic skills to natural
resource activities. The student is expected to:
• compare and contrast types of maps;
• evaluate elevation and terrain features from
topographic maps
Objectives (The student will be able to…) • List and describe four ways to prepare properly for
hunting
• State why hunters should wear daylight
fluorescent orange clothing
• List three priorities for survival
• Describe the international emergency signal for
distress
• Give the causes and symptoms of hypothermia
and explain how to prevent and treat hypothermia
• Give the causes and systems of heat exhaustion
and explain how to prevent and treat heat
exhaustion

Resources

• Today’s Hunter by Texas Parks & Wildlife • Info sheets— starting fire, hypothermia, and heat
• Computer exhaustion
• Projector • Fill in the blank notes
• Selection of hunting clothing • Hunting clothes
• Fake Christmas tree • Ziplock
• Large limbs • Peanuts
• Rope cut in 3ft lengths • Chocolate
• Small sticks • Raisins
• Kindling • Fan
• Heat index chart


Interest Approach

Tell the story of Vessel and his death and why it is important to be able to recognize and treat any conditions
you could be susceptible to. They should have included in their plan how to recognize, prevent, and treat
altitude sickness.
Subject & Methods

Lecture/Discussion: Student should take notes however they see fit

• Lecture workbook pg. 61, 64-67 and filling out

Project Based:
• Class will go outside
• Set up in field(?) will be Christmas tree limbs, Students should be working in their groups
some large limbs/posts, and lengths of rope, rotating stations, filling out their fill in the blank
hunting clothes, small sticks and kindling, notes
baggies with chocolate, peanuts, and raisins, fan,
and heat index chart in stations
• The first station will have the limbs, posts, and
rope. Students will have to construct a shelter at
this station.
• The second station will have the small sticks and
kindling as well as a laminated info sheet about
how to start a fire
• The third station will have the baggies with
chocolate, peanuts, and raisins and an info sheet
about hypothermia
• The fourth station will have hunting clothes that
are numbered and students will have to
determine what clothing is most appropriate for
each given scenario
• The fifth station will be at the fan and heat
index chart with an info sheet about heat
exhaustion

Evaluation
Student knowledge of this will be evaluated in the chapter review, and the certificate exam.