The Georgia Envirothon, offered in cooperation with the National Conservation Foundation (NCF) Envirothon, is a 501(c)3 non-profit organization established in 1995 to provide hands-on, science-based training in natural resources and ecology to middle and high school students in a challenging, fun, and competitive outdoor experience.
It creates a completely unique educational opportunity for middle and high school students that presents an environmental curriculum with a major emphasis on connecting students/teachers with natural resource topics. The competition is centered on ecosystem planning and management in four universal testing categories (soils/land use, aquatic ecology, forestry, and wildlife) and a current environmental issue.
The Envirothon program is an effective educational tool, capable of supplementing environmental education both inside and outside the classroom. Led by an advisor, teams work collaboratively to think critically about the natural world and how humans interface with it. Using the develop their knowledge of ecology and natural resource management and to practice their environmental problem-solving skills in preparation for Envirothon competitions. To learn more about the competition, visit the Competition section of this website.
Introduction: The Georgia Envirothon
What is Georgia Envirothon?
The Georgia Envirothon is an exciting natural resource education program designed to challenge students in an interactive, outdoor competition where high school teams (consisting of 4-6 students) are tested in areas of Wildlife, Forestry, Aquatic Ecology, Soils and Land Use, and a Current Environmental Issue. Teams take written and hands-on tests outdoors and give presentations based on the chosen Current Issue. Students have the opportunity to compete at the State and North American levels. The Envirothon originally began over 40 years ago in Pennsylvania by a group of Soil & Water Conservation Districts and parents who were concerned about the lack of natural resources education in their schools. Georgia began its program in 1995. The National Envirothon was created in 1988.
Why form an Envirothon Team?
The team works collaboratively, and students learn such skills as critical thinking and problem solving to arrive at solutions to specific real world environmental problems. The Envirothon encourages, motivates, and inspires students to become more competent, proficient, and aware of the environment and natural resources conservation. The Georgia Envirothon promotes analytical thinking, stewardship, and empowers youth to take responsibility for the conservation of natural resources for future generations.
Teams are sponsored by their school, club, or local Soil & Water District. The Georgia Envirothon Council, along with the Georgia Association of Conservation Districts, cooperating state agencies, RC&D Councils, educators, community and private interest groups, collaborate to plan and organize the competitions.
When do I register, what is the fee, and when are competitions held?
The Competition is generally held in the Spring. These are one-day competitions. An Envirothon T-Shirt and lunch are provided. The top 5 teams from each region then advance on to the state competition which is typically held in the Spring.
A training day is typically held one month prior to the competition to provide students with additional information.
Mission
The mission of the NCF and Georgia Envirothon is to develop knowledgeable skilled and dedicated citizens who have an understanding of natural resources and are willing and prepared to work towards achieving and maintaining a balance between the quality of life and the quality of the environment.
The Envirothon mission is accomplished by developing in young people an understanding of the principles and practices of natural resource management and ecology and through practice dealing with complex resource management decisions. The following goals and objectives should be used as a guide to develop effective curricula, educational resources, and testing scenarios.
Goals
1. To promote a desire to learn more about the natural environment and equip students with the knowledge and skills needed to apply the basic principles and practices of resource management and ecology to complex environmental issues.
A. Students should be able to demonstrate a basic knowledge of concepts in natural resource management and ecology, especially in the areas of soils/land use, aquatic ecology, forestry, wildlife, and current environmental issues.
B. Students should be able to analyze soil, aquatic, forestry, wildlife, and current environmental issues in problem-solving activities involving resource issues.
2. To promote stewardship of natural resources and to encourage the development of the critical thinking, cooperative problem-solving, and decision-making skills required to achieve and maintain a natural balance between the quality of life and the quality of the environment.*
A. Students should be able to identify environmental issues in a given situation and the various interests involved, while taking into consideration ecological, social, and economic factors.
B. Students should be able to investigate issues using both primary and secondary sources of information and synthesize the data gathered. Additionally, students should demonstrate the ability to: Listen with comprehension; Collect, organize, and analyze information; Frame appropriate questions to guide their investigation; Use a range of resources and technologies in addressing questions; and, Critically examine information from a variety of sources.
C. Students should be able to assess the nature of information and materials from a variety of different viewpoints and evaluate their implications.
D. Students should be able to identify alternative solutions for various issues and their associated value perspectives. They should be able evaluate alternative solutions with respect to their ecological and cultural implications. Additionally, the alternative solutions generated should attempt to take into consideration the variety of interests involved, while maintaining a healthy environment.
E. Students should be able to identify and evaluate their own position on environmental issues and their associated solutions. These positions should be based on balanced information, critical analysis, and careful synthesis. Moreover, students should be able to test their position against new information, personal experiences and beliefs.
F. Students should be able to evaluate the interaction of the proposed solution with other ecological and social factors and anticipate having to plan ahead when evaluating the long and short-term implications of possible solutions to environmental problems.
3. To provide students with experience in environmentally-oriented activities, enabling them to become environmentally-aware, action-oriented citizens.*
A. Students should have knowledge of a wide range of action strategies involved in seeking solutions to environmental problems.
B. Students should have a knowledge of agencies and organizations that can be used as resources to seek solutions to environmental problems.
C. Students should be able to evaluate the impact of their own actions affecting a particular environmental problem and devise alternative actions to work towards improving environmental conditions.
D. Students should be able to work independently and/or collaboratively to solve environmental problems.
*Adapted from the draft National Standards for Environmental Education (NAAEE), August 1995 draft.
It creates a completely unique educational opportunity for middle and high school students that presents an environmental curriculum with a major emphasis on connecting students/teachers with natural resource topics. The competition is centered on ecosystem planning and management in four universal testing categories (soils/land use, aquatic ecology, forestry, and wildlife) and a current environmental issue.
The Envirothon program is an effective educational tool, capable of supplementing environmental education both inside and outside the classroom. Led by an advisor, teams work collaboratively to think critically about the natural world and how humans interface with it. Using the develop their knowledge of ecology and natural resource management and to practice their environmental problem-solving skills in preparation for Envirothon competitions. To learn more about the competition, visit the Competition section of this website.
Introduction: The Georgia Envirothon
What is Georgia Envirothon?
The Georgia Envirothon is an exciting natural resource education program designed to challenge students in an interactive, outdoor competition where high school teams (consisting of 4-6 students) are tested in areas of Wildlife, Forestry, Aquatic Ecology, Soils and Land Use, and a Current Environmental Issue. Teams take written and hands-on tests outdoors and give presentations based on the chosen Current Issue. Students have the opportunity to compete at the State and North American levels. The Envirothon originally began over 40 years ago in Pennsylvania by a group of Soil & Water Conservation Districts and parents who were concerned about the lack of natural resources education in their schools. Georgia began its program in 1995. The National Envirothon was created in 1988.
Why form an Envirothon Team?
The team works collaboratively, and students learn such skills as critical thinking and problem solving to arrive at solutions to specific real world environmental problems. The Envirothon encourages, motivates, and inspires students to become more competent, proficient, and aware of the environment and natural resources conservation. The Georgia Envirothon promotes analytical thinking, stewardship, and empowers youth to take responsibility for the conservation of natural resources for future generations.
Teams are sponsored by their school, club, or local Soil & Water District. The Georgia Envirothon Council, along with the Georgia Association of Conservation Districts, cooperating state agencies, RC&D Councils, educators, community and private interest groups, collaborate to plan and organize the competitions.
When do I register, what is the fee, and when are competitions held?
The Competition is generally held in the Spring. These are one-day competitions. An Envirothon T-Shirt and lunch are provided. The top 5 teams from each region then advance on to the state competition which is typically held in the Spring.
A training day is typically held one month prior to the competition to provide students with additional information.
Mission
The mission of the NCF and Georgia Envirothon is to develop knowledgeable skilled and dedicated citizens who have an understanding of natural resources and are willing and prepared to work towards achieving and maintaining a balance between the quality of life and the quality of the environment.
The Envirothon mission is accomplished by developing in young people an understanding of the principles and practices of natural resource management and ecology and through practice dealing with complex resource management decisions. The following goals and objectives should be used as a guide to develop effective curricula, educational resources, and testing scenarios.
Goals
1. To promote a desire to learn more about the natural environment and equip students with the knowledge and skills needed to apply the basic principles and practices of resource management and ecology to complex environmental issues.
A. Students should be able to demonstrate a basic knowledge of concepts in natural resource management and ecology, especially in the areas of soils/land use, aquatic ecology, forestry, wildlife, and current environmental issues.
B. Students should be able to analyze soil, aquatic, forestry, wildlife, and current environmental issues in problem-solving activities involving resource issues.
2. To promote stewardship of natural resources and to encourage the development of the critical thinking, cooperative problem-solving, and decision-making skills required to achieve and maintain a natural balance between the quality of life and the quality of the environment.*
A. Students should be able to identify environmental issues in a given situation and the various interests involved, while taking into consideration ecological, social, and economic factors.
B. Students should be able to investigate issues using both primary and secondary sources of information and synthesize the data gathered. Additionally, students should demonstrate the ability to: Listen with comprehension; Collect, organize, and analyze information; Frame appropriate questions to guide their investigation; Use a range of resources and technologies in addressing questions; and, Critically examine information from a variety of sources.
C. Students should be able to assess the nature of information and materials from a variety of different viewpoints and evaluate their implications.
D. Students should be able to identify alternative solutions for various issues and their associated value perspectives. They should be able evaluate alternative solutions with respect to their ecological and cultural implications. Additionally, the alternative solutions generated should attempt to take into consideration the variety of interests involved, while maintaining a healthy environment.
E. Students should be able to identify and evaluate their own position on environmental issues and their associated solutions. These positions should be based on balanced information, critical analysis, and careful synthesis. Moreover, students should be able to test their position against new information, personal experiences and beliefs.
F. Students should be able to evaluate the interaction of the proposed solution with other ecological and social factors and anticipate having to plan ahead when evaluating the long and short-term implications of possible solutions to environmental problems.
3. To provide students with experience in environmentally-oriented activities, enabling them to become environmentally-aware, action-oriented citizens.*
A. Students should have knowledge of a wide range of action strategies involved in seeking solutions to environmental problems.
B. Students should have a knowledge of agencies and organizations that can be used as resources to seek solutions to environmental problems.
C. Students should be able to evaluate the impact of their own actions affecting a particular environmental problem and devise alternative actions to work towards improving environmental conditions.
D. Students should be able to work independently and/or collaboratively to solve environmental problems.
*Adapted from the draft National Standards for Environmental Education (NAAEE), August 1995 draft.
