Guide L-116

by Sam Smallidge, Savannah Graves, Jack Blandford, Eva Madrid, and Lena Sanchez

College of Agricultural, Consumer and Environmental Sciences, New Mexico State University

Author(s):

Respectively, Extension Wildlife Specialist; County Extension Agricultural Agent and 4-H Agent; County Extension Agricultural Agent; County Extension 4-H Agent; and former Indian Resources Development Program Specialist. New Mexico State University. (Print Friendly PDF)

Photo by Summer Eaton, 2012.

Introduction

This guide is a primer for coaching a team, to assist coaches in various aspects of contest preparation, and for participants seeking to improve their proficiency.

The Wildlife Habitat Education Program (WHEP) is a 4-H and the National Future Farmers of America (FFA) organization natural resources youth leadership program designed to teach youth about wildlife and fisheries management. The WHEP manual (6th Edition, 2024) serves as the primary source of information in preparing for a WHEP contest. It explains each of the four activities in the contest, and provides information for sixteen ecoregions, wildlife concepts and terms, wildlife species, and wildlife management practices. The WHEP contest tests individuals’ knowledge through four activities, pulling from all elements in the manual, and challenges the team’s communication skills to develop and present a written wildlife management plan and individually discuss their plan with contest judges. The national WHEP invitational consists of the following activities:

• Activity I: Wildlife Challenge
• Activity II: On-Site Recommendation of Wildlife Management Practices (WMPs)
• Activity III-A: Written Management Plan
• Activity III-B: Oral Reasons for Written Plan

The national invitational is hosted by a different state each year, and the region for the contest varies with each location (Figure 1). The WHEP national committee announces the site and region in the spring prior to each national contest. Successfully competing in the national invitational requires a well-prepared team with a thorough understanding of all elements covered in the WHEP manual. Additionally, it is important each team member knows how each activity is scored and how those scores contribute to individual and team scores (Table 1). Understanding activity scoring is fundamental to developing a team strategy that optimizes the contribution of individual team members to maximize the team’s score. Furthermore, well-prepared team members will be competitive for achieving individual awards.

Figure 1. Questions for WHEP Activity I, Wildlife Challenge, tests an individual’s knowledge of these topics.

General Considerations for Team Preparation

Please consider the following suggestions in preparing a team for the national invitational; rearranging or adding steps to accommodate your team’s needs is encouraged. When appropriate, use other sources of reliable information to supplement the manual and improve overall understanding as it relates to information presented in the WHEP manual.

Suggested Steps:

1. Read introductory pages of the WHEP manual.
2. Study, understand, and know how each activity is scored and contributes to individual and team scores.
3. Study, learn, and know the concepts and terms presented in the manual.
4. Study, learn, and know the selected ecoregion for your invitational and associated species.
5. Learn to identify and know habitat requirements for each of the species in the selected ecoregion as well as Urban and Wetland ecoregions. Species from Urban and Wetland ecoregions may be included in Activity I regardless of the selected ecoregion for the invitational.
6. Study, learn, and know the wildlife management practices (WMPs) presented in the manual.
7. Study, learn, and know definitions of food groups in Appendix A.
8. Study, learn, and know glossary terms.
9. Practice integrating knowledge pertaining to the selected ecoregion.
10. Practice each activity for understanding and to develop strategies to maximize points for each activity.
11. Provide as many practical experiences as possible for the team to practice in a simulated contest environment.

Reading the introductory pages (1) of the manual provides a broad understanding of the history and development of the program. Having a comprehensive understanding of how the contest is scored (2) is fundamental to teams in preparation for the contest, developing a contest strategy, and in tactical decisions during the contest. Team and individual scores are maximized when participants know and understand concepts and terms (3), specifics of the selected ecoregion (4), identification and habitat requirements of associated wildlife species (5), Wildlife Management Practices (WMPs) (6), as well as food groups (7), and glossary terms (8). Each element plays a role in the contest and a well-prepared team which has comprehensive knowledge and the ability to integrate and use that knowledge (9) during each activity of the contest. Ultimately, being able to apply their knowledge during the contest, learned from experiences provided by the coach (10, 11), optimizes the team’s opportunity to earn points.

These initial preparations provide a solid foundation on which to build a competitive team. The more team members are exposed to a simulated contest environment or actual contests, the better prepared they will be to address the challenges associated with a national WHEP invitational.

Coaching Considerations:

• Have the team write a performance goal for the contest.
• Have the team write training objectives and a training schedule to guide preparation for contest activities.
• Take time to explain why the hard work each team member must commit to is necessary to achieve team goals and objectives.
• Understanding the details of scoring for each activity will assist you and the team in preparing for the contest.
• Repetition and revisiting materials help improve learning, recall, and understanding.
• Study the selected ecoregion to develop study materials that address each activity.
• Focus on Urban and Wetland ecoregions prior to the announcement of the selected ecoregion for the national invitational. This is a suitable time to achieve proficiency with Urban and Wetland ecoregions, hone the training schedule, and develop practice materials.

Individual Study

Much of the preparation and individual and team performance requires that individuals learn and understand the materials presented in the manual. Committing to as little as 15 minutes a day to studying will pay big dividends during the contest. Providing opportunities for teams to practice individual activities will improve contest performance and provide insight into where more effort is required to gain proficiency. Ask team members to study specific elements of the manual at the same time and develop activities during team practice to reinforce those topics. For example, using flash cards is one useful approach for learning and memorizing species’ diet, habitat requirements, and WMPs. Two sets of flash cards are recommended: 1) Species name on one side and diet and habitat requirements on the other side, and 2) species name on one side and wildlife management practices on the other side.

Team Study

Team events focus on communication in written and verbal activities. Team performance is enhanced through individual preparation to learn and understand the materials covered in the manual and in practical experience in each of the four contest activities. Furthermore, practicing contest activities (individual and team) will assist team members in understanding the importance of their individual effort in support of contest performance. Preparation for team activities should focus on developing the team’s ability to assess habitats for species identified in the scenario (condition sheet) and communicate their assessment and management recommendations in the written plan.

Learning Styles

Learning styles are different for everyone, and individual team members learn better using methods that align with their learning style. There are four main type of learning styles: Visual, Auditory, Reading/Writing, and Kinesthetic (hands-on). Some practices for each of the learning styles are as follows:

• Visual: Present material on power points, flip charts, handouts. Have team members complete their own PowerPoint quizzes or their own scenarios.
• Auditory: Read aloud the material instead of just having them read it on their own. Have team members read the material aloud or discuss their findings in a group setting.
• Reading/writing: Present material in handouts, allow team members to write their own cards out, or write on flip charts to make it interactive.
• Kinesthetic: allow team members to get up and move, make a game out of asking questions, take the team into the field to assess habitats, identify appropriate WMPs and write a management plan. Make things interactive where they must use both their body and their mind.

Flash cards are a great tool to use for most learning styles especially in a group setting. Delegate sections for each team member to create flash cards. After flash cards are created, team members should practice and quiz each other. The main thing is to switch up practices to cater to each learning style. This will keep learning fresh and interactive for all team members. Incorporating different learning styles into team preparation provides the best means to succeed as individuals and for team performance.

Additional resources that may be useful for developing study materials

• Learning styles: https://www.rasmussen.edu/degrees/education/blog/types-of-learning-styles/ 
• Digital slideshow presentations for wildlife identification: Select photos online (e.g., www.birds.cornell.edu, bugwood.org, google.com, among others).
• Wildlife specimens: Seek out your local Extension agent or State Game and Fish officer for species listed under the selected Wetlands and Urban ecoregion.
• Flashcards: Created by team members as a study guide.
• Aerial photographs: Use Google Earth to explore the selected ecoregion in the hosting state and in preparing practice contest materials.
• Field guides: Library, bookstore and online.

Contest Activities

Activity I: Wildlife Challenge

Individual Activity (50 points)

Objective: To demonstrate knowledge of wildlife identification, ecoregions, wildlife management concepts, terminology, wildlife management practices, and biology and ecology of wildlife species.

The Wildlife Challenge draws questions from the selected ecoregions as well as Wetlands and Urban ecoregions. When Wetlands or Urban ecoregions are selected for the national invitational, then questions may be drawn from surrounding ecoregions. Questions for this activity may come from information in Concepts and Terms, Ecoregions, Wildlife Species, Wildlife Management Practices, and the Glossary (Figure 1). Wildlife food items and questions pertaining to wildlife foods may be included in the Wildlife Challenge. Appendix A provides definitions of various wildlife foods. Refer to species accounts to learn about dietary requirements for individual species.

Preparation for the Wildlife Challenge centers on individual commitment to memorize and understand the materials contributing to potential questions. This effort, while substantial, pays dividends in all activities that comprise a WHEP contest. Having earned the opportunity to represent their state, the team should begin by revisiting the Wetland and Urban ecoregion materials, strengthen their grasp of species identification and WMPs for these ecoregions, as well as deepening their understanding of all WMPs and their application, concepts and terms, food groups, and glossary terms. When the ecoregion is announced for the national invitational, the team will be well prepared to focus on learning new information specific to the selected ecoregion. If Wetlands or Urban is the selected ecoregion, identify surrounding ecoregions within the contest state to include in preparation for the Wildlife Challenge.

Coaching Considerations:

• Search the internet for information relevant to the state and ecoregion where the contest will be held.
• Have the team collect actual specimens or develop a picture collection to use as study materials. Contact your local game warden to discover legal requirements in collecting wildlife specimens or access to existing collections.
• Visit the state’s Cooperative Extension Service website to find relevant publications.
• Identify common invasive species and control methods used in the selected ecoregion.
• Flash cards may be especially useful for this portion of contest preparation.
• Have team members quiz each other on the diverse topics contributing to the Wildlife Challenge.
• Contact the state’s wildlife agency and Wildlife Extension Specialist where the national invitational will be held to request study materials relevant to the selected ecoregion.
• Use digital photos, videos, and specimens to help improve participants’ identification skills.
• Know how to identify adult and juvenile males and females when appropriate for species identification. Create digital slideshow to practice wildlife identification.
• Set up a 5-15 question Wildlife Challenge to practice the event.

Activity II: On-Site Recommendation of Wildlife Management Practices (WMPs)

Individual Activity (50 points)

Objective: Determine and select recommended Wildlife Management Practices (WMPs) for the species listed in the selected ecoregion.

Note: When preparing for a competitive event, it is only necessary to learn and understand WMPs appropriate for species listed in the selected region.

The on-site recommendations of WMPs activity requires individual contestants to specify WMPs for wildlife and habitat at a given site based on the scenario provided. A scenario (written or verbal) will be provided and will determine which of the available WMPs are appropriate to include on the test sheet. This means that not all marked WMPs associated with a species in the manual may be appropriate for inclusion given the scenario and habitat. Individuals use the scenario to critically evaluate which WMPs are appropriate for this activity. Each species is to be considered separately, as if it is the only species being considered, when completing on-site recommendations.

Like the Wildlife Challenge, individuals must dedicate time to learning the WMPs and commit to memory the WMPs associated with each species in Wetlands, Urban, and the selected ecoregion. Make sure to pay attention on how to properly fill out the score sheet. It is important that each team member understands how this activity is scored, as incorrect responses count against the final total. A comprehensive knowledge of WMPs and specific WMPs for the wildlife species covered by the Wetlands, Urban, and selected ecoregion is fundamental to competitive scores for individuals and the team.

Coaching Considerations:

Based on individual learning style, flash cards may be helpful in preparing team members for this activity. Develop group activities that use flash cards.

Frequently quiz the team on WMPs as this is one of the most difficult elements of the contest and lowest scoring activities among competitors.

Once team members have demonstrated they know the WMPs, develop scenarios and ask the team to provide relevant WMPs for the listed species. Vary habitat scenarios and number of species on quizzes (2-4 species). Get the team into the field to practice this activity.

Have team members write scenarios and select wildlife species to quiz themselves for this activity.

Have the team score their responses to develop understanding of how activity scores are calculated and to assess how they may improve their performance.

Quiz team members’ knowledge of WMPs by asking them to explain them to each other. This will assist individuals in evaluating which WMPs are appropriate to address the scenario provided during the contest.

Activity III-A: Written Wildlife Management Plan

Team Activity (125 points)

Objective: Demonstrate knowledge of habitat requirements for selected wildlife species in the region. Be able to write recommendations based on the objectives of the landowner as stated on the field condition sheet (i.e., the scenario).

The written management plan activity requires the team consolidate their knowledge of the ecoregion, focus species, species habitat requirements and wildlife management practices. The team collaborates to assess the management site and interpret the management objectives for the wildlife species identified in the scenario provided. This activity challenges the team’s critical thinking abilities to apply their knowledge to address the management objectives.

Each team member should read the scenario to identify the management objectives, focal species, and any special considerations. Next, the team should assess the management site to identify those habitat attributes that are present, need further development, or are missing. A comprehensive understanding of the WMPs and focus species habitat requirements will assist the team during the assessment phase. Use the Judges’ Scoring Sheet on page 14 of the manual to guide team habitat assessment efforts and in writing the plan. Additionally, carefully review and study the example scenario and written management plan beginning on page 12 of the manual. To maximize points, all plans must be written using paragraph format and address all point’s categories on the Judges’ Scoring Sheet. Note that the better the team knows and understands the topics and information in the manual, the better prepared they will be to compete.

Coaching Considerations:

• Each team member should know the details of how the written management plan is scored.
• Initially, have the team write the management plan with full access to the manual to improve understanding of management plan development, structure, and content.
• Use the Judges’ Scoring Sheet on page 14 of the manual as a guide to ensure each point opportunity is captured in the written management plan.
• As the team progresses, have them write management plans based on scenarios you develop without the aid of the manual.
• Have team members write management scenarios for Wetland, Urban, and the selected ecoregion and then have them write a plan to these scenarios.
• Select nearby Wetland and Urban sites, write a scenario, and take the team to the field to assess the site and write the plan. Also, have the team provide on-site recommendations for WMPs based on the scenario. Limit the time based on times allocated for each activity in the manual.
• Select sites from the selected ecoregion, develop a map using an online mapping source, provide pictures displaying habitat features with a scenario and have the team write a wildlife management plan.
• Have the team score their written plans using the Judges’ Scoring Sheet. Have the team identify areas they could improve upon clarity and to address missed opportunities for points. Ask the team to rewrite those portions they identified as needing improvement.
• Take the team to multiple field locations and ask them to evaluate the management site based on a scenario. Have them focus on the process of site assessment and to develop a strategy for site assessment to use during the contest.

Activity III-B: Oral Reasons for Written Plan

Team activity (75 points; top 3 individual scores)

Objective: Demonstrate knowledge and understanding of the written management plan and be able to respond to judges’ questions about the team’s plan.

Note: These points do not contribute to individual scores.

After completing the written wildlife management plan, each team member will be expected to demonstrate their understanding of the team’s written plan. Team members will be called individually into a room, where they will be asked questions about certain elements of their team’s plan. Team members may be asked to further explain any part of the written plan including site assessment, habitat requirements for focal species, recommended management practices, plan implementation, among others. Reference the manual on pages 15 and 16 to understand the expectations of this activity and how it is scored. Each team member will be scored independently. The top three scores will be taken for the team’s score.

Each team member should participate in plan development and pay attention to the contents of the plan. Prior to practicing oral reasons, have the team read the plan aloud and discuss elements of the plan to ensure each team member understands the reasoning behind the elements of the plan. If time allows during the contest, reading the plan aloud to the team can provide a better understanding of the plan for each member to draw from during their oral reasons session. When giving an oral defense, participants should remember to:

• Stand with good posture in front of the judges.
• Establish eye contact with the judges.
• Do not chew gum or wear a cap or hat.
• Pay close attention to the question being asked.
• Take a few moments to organize your response to questions.
• Speak with a clear and consistent voice to be understood.
• Vary your tone to emphasize important points.
• Use correct enunciation and pronunciation.
• Use concepts and terms when appropriate.
• Use comparative terms when justifying the plan.

Coaching Considerations:

• There are four important and basic criteria in every good oral defense: knowledge of subject, use of appropriate terminology, good presentation, and good organization.
• Have your team members practice answering questions about their written management plan in front of their teammates and others.
• Have team members identify strengths and weaknesses of their performance based on the Judge’s Scoring Sheet.
• Individually provide each team member with ideas on how to improve their performance.
• Look for opportunities to have team members speak aloud when practicing for other WHEP contest activities.

We would like to acknowledge Summer C. Eaton, former New Mexico Wildlife Habitat Education Coordinator and Samuel T. Smallidge, Extension Wildlife Specialist, for earlier versions of this publication.

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Sam T. Smallidge is the Extension Wildlife Specialist at New Mexico State University. He has degrees in wildlife and range management. His Extension program focuses on wildlife damage management, wildlife enterprises, and wildlife ecology and management education for youth and adults.

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December 2024 Las Cruces, NM