North Dakota Game and Fish Department 2017 Instructor Academy TIPS - - PDF document

North Dakota Game and Fish Department 2017 Instructor Academy TIPS and TOOLS:

Effective teaching is comprised of multiple parts; the instructor, the presentation process, use of class materials and addition of teaching tools. Teaching tools, if used effectively, are able to grab the student’s attention and engage them in the process, brings others into the conversation and helps to retain interest. We learn in many ways, gaining little bits from each method, some learning more from

• ne method than others. But combining reading, watching, listening and hands-on participation really

helps reinforce what we’ve seen and heard. The North Dakota Game and Fish Department provides us with classroom materials when you ask for

• them. Call and talk with John and the hunter education staff members and ask when and how you

should request them. They are able to provide the class video, wildlife posters, furtakers kit and perhaps more, if you give them time to obtain what you need. But remember to ask if there is anything new available, if they have any tips, or other resources in addition to the regular class materials

Handouts:

Instruction manual: The regular manual that every student will receive during the class. Make sure to use the reviews at the end of each chapter, ask questions from the review prior to starting your new lessons. A chum sport The 10 commandments of hunting. Suggest review of these every class so that students remember them. One of the issues I have seen is the association of the letter (A-C-H-U-M-S-P-O-R-T) with the definition. We suggest giving short quizzes during your class to get students used to writing the definition. Depending on the amount of classes pick three or four only. Try to repeat them two to three times during the duration of the class periods. Three at the beginning, three at the end. Regulations Updated yearly, discard the old ones if new ones are available. If not, make sure it is understood that when the new regulations come out, know where to get

• them. Be sure to review them for changes in season dates, bag and possession

limits and other restrictions. Public hunting access: (PLOTS) Identification of private land open for hunting. This is also revised on a yearly

• basis. Most states have some type of system in place, so obtain copies online.

Use to identify public from private lands. Online-printed handouts, software application,s recreation maps, refuge maps, grasslands, Bureau of Reclamation, county maps, county plat books, colorized maps, signage (shape-color of signs- registration stations), special restrictions should be identified. Waterfowl identification Use of charts, hand books for identification of species, sexes, at time of year. Divers vs. puddle ducks, where to find, special seasons, additional extensions, duck stamps.

Teaching Props: Fences Fence crossing is something that is done regularly while hunting, and the need to understand how to cross safely is one of the required objectives. There are several styles and materials that can be used to make a fence to use to learn this

• process. How to construct diagrams are included with academy class materials.

Boats Used for hunting, trapping and fishing and recreation. We need to give it a reasonable of time during our discussion. You need to discuss getting people and equipment in and out safely. Setting out decoys and retrieving them and game from the water with a landing net rather than leaning out to grab anything by hand. Staying low, grabbing supports, getting in slow, balancing the effort being exerted. Using life preservers rather than keeping them stored under the deck. Reinforce putting the gun in the boat so it is safe, secure in a position not to catch cattails, reeds, rushes or hunting partners. How to construct diagrams for the mock boat are included in the academy class materials. Zones of fire Set out orange cones to represent 45 percent angles from a skirmish line indicated on the floor to help define what a zone of fire looks like. Work through the students setting up a hunting scenario telling them they need to mount the gun aim and decide who can shoot when to stop shooting. Provide nonfiring guns and toss a ball across the front of students, providing constructive criticism of their actions. Have a second instructor toss the ball from behind them, or from a point in front but off to the side if possible to discuss hunting or range situations. Chairs as Vehicles Quite often we don’t have access to mock fences or boats for classes. A couple

• f chairs held together with bungee cords or Velcro strapping will hold them

together rather than having them push apart and dropping the gun on the floor. Take a 2” x 2” or 2” x 4,” put a piece of adhesive Velcro on one side, setting on a rug and placing it on the floor in front of the chairs will keep it from sliding forward onto the floor. Demonstration of arrow flight The object is to demonstrate the flight arc of an arrow at different distances. Use of a net also allows to show that increased speed eliminates the larger arc you get with a lower poundage bow. Take a box or small net with an opening around 9” or 10” to represent the animal’s kill zone. Have two or three soft baseball size balls to be tossed by a student into the opening. Start at a close distance so that the student can toss the ball easily into the target. Move back so that the ball either is thrown

faster or more arc is needed. Discuss why this is. Then move back farther and point out the change in flight of the arrow. As the student or students are confident, move the box or net after the ball is released and explain jumping the arrow, the need for stealth. This demonstration will allow you to open conversation on how to make the arrow fly flatter (speed-draw weight) the need for practice and skills required to get close and the use of a tree stand, climbing harness, ground blind, quiet camouflage clothing rather than blaze orange. Cutting ability of sharp broadheads The intent is to show how broadheads kill, the difference a sharp broadhead makes to create a clean quick kill if shot correctly. Make a 6” x 6” rectangle out of metal or hardwood. You should put at least a 3/8” diameter by 1 ½” long dowel on each corner. There is a lot of stress put on each corner so they need to be strong. Once the frame is built, you need to add rubber bands stretched tight so that they are able to be cut. Take a dull broadhead and push it into and through the rubber bands. It will not cut very many, if any at all. Then take a sharp broadhead and do the same thing. The rubber bands should be cut and the halves fly away from the rectangle.

Digital:

CD Use of a short video preceding a lecture enhances the lecture and provides the ability to prompt student during question and answer periods on a specific topic. Many persons have difficulties coming up with questions in a public setting. But if they just visualized the topic, it might be easier for them. Many people retain things better after hearing, seeing or repeating things at least three times. Using the supplied video or powerpoint, combining a short lecture, demonstration, asking questions of the students during reviews all help. There are many videos on the market that you might think could help to present a topic in a different way. But you must discuss any thoughts you have and get NDGF approval prior to adding anything to the required course curriculum. Topics included in the course CD: Habitat/carrying capacity Shoot don’t shoot Animal cleaning How to clean guns Safety/first aid You tube

I use these videos to give me ideas on how to present topics, how to make props for the class. I have used some on gun cleaning and how to pick a tree and attach a tree stand safely. Many are made by the merchandisers of equipment, different hunting or safety associations, but many are also made by individuals with little expertise, vying for attention. These can be downloaded to your computer or flash drive for personal use. We suggest you watch them fully and closely for mistakes or

• language. Some are better than others, I like Midway Sports and most from the

national hunting and safety associations. I use specific portions to reinforce the classroom material. Powerpoints Made to fit a specific purpose, in the classroom a powerpoint is a good attention getting tool. It requires the students to look up rather than down at the table. As the instructor moves around the room you can keep them engaged with eye contact. Class manual Master eye Action identification Zones of fire Gun carries Shoot don’t shoot

Internet:

GIS Maps/Google Earth/Property Identification State Most states have some type of GIS database that can be tapped into to

• btain identification for location of property parcels, owners, and contact
• information. You can obtain maps showing roadways, paved, gravel or trails.

You may also be able to find current federal, state or other public lands and private land. County Maps for specific county showing the roads, composition and general condition

• f them. Most show federal, state and locally owned or managed. They may

not have been updated for many years, but will show the year that the map was created or last updated. Obtained from the county auditor or online retailers. Local City/ county GIS will show ownership data, parks, and businesses that may provide location of city maintained properties or parks. Google Earth: A website accessed through computers or smart phone showing aerial imagery, topography, street names, highways, state and federal lands. The images are current to the date shown on the imagery you are viewing. The base site is free

• r you can pay a fee and update to Google Pro, which gets you section township

and range information, which when combined with GIS or plat books helps to find landowners.

Most persons who have access to computers and who hunt and fish realize what a benefit this is. I use this as a planning tool for finding new areas, to create personal maps of the areas I plan to hunt. I create, and explain in depth to let people know where to come and find me if I don’t return. I can store them for reference and to see where I can move from one location to another. You can take maps to property owners and have them show you were you can hunt, were you would like to hunt, where to park, rather than try to interpret what they are saying. If you’re lucky, they might point out a spot or two were the animals might be found. Use of this free feature will really engage most persons, this is a wonderful free tool with unlimited opportunities for discussions on habitat, finding land to hunt, why it’s important to learn how to use a compass, map and outdoor survival skills.

Manufactured:

Tree stands: climbers-ladder stands-platform Safety: Shot placement decoys: Shotshell displays: Nonfiring firearms: Dummy training rounds:

Safety:

First aid kits General first aid kits, items within, larger first aid kits. Talk about cuts, burns, sprains, heat stroke, and hypothermia. How to identify, treat different circumstances in the field. (Show different kits, identification booklets). Flashlights Flashlights are an important tool for being safe while hunting and if a student gets lost. Instructors should explain why to use them while walking in and out

• f the woods from hunting areas. For use to aid in the location of the lost
• hunter. To help provide peace of mind if having to spend the night in the woods.

(Show various sizes and configurations of flashlights) Fire starters The ability to start a fire is a benefit for many reasons, for warmth, to dry clothes, to cook food, to signal for help. But many persons are never trained how to do it safely and efficiently. Show different types of fire starting sticks, manufacturers and make. Show use of steel wool, magnesium starters. Water proof matches and containers, Bic lighters. Water filtration One of the issues that most people take lightly when outdoors or hunting is

• dehydration. We need to make sure that we and our students understand how

serious this can be. A person can survive for up to one month without food, but

• nly a week without water. Need to impress upon students the need for

drinking water for themselves and for their animals. Should discuss different

methods of carrying water, how much to drink, and methods of purifying water when camping or canoeing. (Iodine tablets-liquid-filtration devices)

Hunting tools:

Back packs Fanny packs are tools that should be explained to the students so that they can understand the benefit they can provide. Fanny packs can be used to carry tools for short walks or stalks. They should contain safety items and the tools for the type of hunting event that is being undertaken. Day packs: are more versatile, allowing some food items, animal cleaning supplies, game bags, head nets and extra water offering more personal

• pportunities.

Freighter packs: more specialized for packing gear in for overnight adventures

• r packing out game animals that cannot be reached by wheeled vehicles. Need

to be careful to not overload yourself and cause injury when hiking. Should be practicing during the year before setting out for long tracks. Clothing types Explaining the reason behind layering and following by showing the actual clothing reinforces what is being discussed. Even socks of different weights, why the thickness is so important for preventing blisters and keeping your feet clean. That bigger is not always better and that by use of layering allows you to control perspiration and body temperature. That using a back pack and packing extra clothing need not take up a ot of space and weight and can make the hunting experience a better one. Binocular/spotting scope We need to reinforce that using a rifle scope as binoculars is bad practice and show them alternatives. Binoculars with the body strap shows they can be used without tying up their hands. Also need to explain that even less expensive models are a better choice than pointing a muzzle at someone or something besides the game you intend to shoot. Range finders Range finders are becoming more accessible as their price drops, and they are great tools for all types of hunting. When discussing the effective ranges for archery and gun hunting. Taking the students outdoors or indoors if you have enough room and have them judge distances and then use the range finder to check will demonstrate their usefulness. If you are a tree stand hunter, you can take a tape measure and pin flags and set them at specific distances from your tree stand so that you can better judge

• distances. You can also use the markers to place scented cotton balls or other

materials to get deer to stop and provide an opportunity for a good clean shot. Knives Knives play an important part in the hunting experience and the young or inexperienced hunter might realize the importance and safety factors of some designs, what they can provide. I suggest bringing different styles and sizes to explain and show the type of knives that are used for cleaning of game, deer, birds, fish, skinning and caping for example. Discussing the need for them to

be sharp, showing how to clean large animals. Show the different guards and handles for protection for fingers. Cutting away from the body so you don’t hurt yourself. Saws Cutting the chest cavity, the pelvis, clearing shooting lanes. Cutting materials for starting fires, sticks to use for walking assistance, tent poles or ridge poles. The saw is a versatile tool that the hunter needs to consider to bring along for the hunt. Gloves Different weight gloves for the change in seasons, as camouflage being used during bow hunting, bird or waterfowl. The movement of light colored skin is easily seen by wildlife, causing them to flee or flare while approaching decoys or the blind. Light colors are easily seen at a distance when moving so use gloves as a cover. Water-proof, mesh for early season, light, mid and heavy. Don’t want to sweat so need to adapt to the situation and season.

Gun handling:

Guns The ability for students to view and handle guns at every class is a large plus for increasing their confidence and ability to safely handle guns and identify the working parts. NDGF will supply nonfiring guns for use in class, one of each type of action typically found. The actions are fully functional and there will be dummy rods that can be used to practice loading and unloading without the concern of accidental fire. Cleaning kits Home use, field use kits. Actually clean a gun in class, and if you do a field day, have the students clean the guns prior to leaving the field.

Instructor devised:

Hypothermia examples: bucket with water and ice; instructors use long rubber gloves and immerse hands in water. Do not use students for an example. Demonstrate how easy it is to tie a sting in a bow with warm dry hands. Then have instructor stick their hands in a bucket of water and ice for 30 to 50 seconds and have them try it again, it should be very difficult, the actions

• clumsy. If the instructor is able to perform the task easily, ask them to place

hands in the water for a little more time. Do not continue until someone gets hurt, just to prove a point. Demonstrates what happens when going into cold water

• r cold temperatures and how fast you can get into serious problems. Use a

thermometer to register the temperature of water and relate to the fall duck or deer hunting seasons. Sharp broadheads: Blood loss Make a frame 6” x 6” and place layers of rubber bands in different directions

• n it. Take an arrow with a dull broadhead and push it through the frame. A

few rubber bands will fly apart. Take a good sharp broadhead and push it through the frame. Many rubber bands should cut easily and be very

• noticeable. Explain death by hemorrhaging, the need for sharp boardhead to

cut capillaries and blood vessels to encourage rapid bleeding and quick death.

The difficulty in stopping bleeding if you can get good cuts. If the rubber bands are not taught enough you might not get anything to cut and you either need smaller ones, a larger frame, or better broad head. Tree stand use Tough to do indoors, but should have a couple of different examples to show along with full body harness and haul line. Show climbing steps, screw-in steps, and strap-on steps. Advise students to get permission from landowners, which type that they will allow you to use, as some styles will cause damage to trees. Quizzes You can make quizzes that will help reinforce the lessons we are teaching. Give a five question test each night on topics such as the 10 commandments or environmental issues to help the students understand the topics that you see as an issue every year.

Maps/public access/ reading:

Plat books: Plat books can be obtained from most court houses or ordered on

• line. They are good for showing sections-townships-ranges and current

landowners at the time they were made. They show ownership by parcel, person’s home location by township, and a 6-mile by 6-mile square. The back pages of the book may give addresses and phone numbers. Forestry/grassland maps: These maps may be purchased at some locations such as U.S. Forest Service offices, or perhaps some map specific stores, some fish and wildlife offices. They may be easier to find and purchase from online resources. Compasses-GPS GPS-takes the place of a compass, most of us use them. Take the students

• utside during a filed exercise and use the GPS to find your way back. Use

the GPS to log in a vehicle as a reference point. Take the students away and show them how the GPS helps to find the way back to the starting point.