On the Right Trail

Transcription

On the Right Trail

On the Right Trail
A guide to
safety, etiquette, and ethics
in
Outdoor Recreation
and
Off-Highway Vehicle Use
Grades 3-7
Acknowledgements
Project Partners
San Bernardino National Forest Association
National Off-Highway Vehicle Conservation Council
Division of California State Parks and Recreation
United States Forest Service
United States Bureau of Land Management
Tread Lightly! Inc.
All Terrain Vehicle Safety Institute (ASI)
Project Coordinator and Rewrite
Emily McAllister
1591 N. 275 W.
Layton, UT
84041
Project Copy Editor
Breanne Grover
[email protected]
Special Thanks to:
Montana Department of Fish, Wildlife and Parks
Beaverhead Trail Users Association
Liz Lodman & Bob Walker of Montana Department of Fish, Wildlife and Parks
Bob White & Parke Scott of the Beaverhead Trail Users Association
Tread Lightly! Inc.
Off Highway Vehicle Curriculum for Kids
First Edition, 1995, by:
Edited in 1999 by:
Edited in 2004 by:
California Edition in 2005 by:
Susan Dejmal; Western Montana College-UM
Sue Dalbey; Dalbey Resources: Helena, MT
Liz Lodman; MFWP: Helena, MT
Jocelyn Dodge; USFS: Butte, MT
Emily McAllister; NOHVCC: Layton, UT
Emily McAllister; NOHVCC: Layton, UT
Table of Contents
Introduction……………………………………………………………………………….....1-2
Background Information……………………………………………………………….....…3-6
Core Curriculum Standards and Framework Met By Each Chapter………………..…..7-23
Educational Kit Materials List …………………………………………………………..…..24
Chapter 1
Introduction to Safety and Ethics……………………………………….…..25
Chapter Overview
Activity 1.1
Learning to Tread Lightly!
Chapter 2
Sound Off: How Much Do You Know About Backcountry OHV Use?.......28
Chapter Overview
Activity 2.1
The Thumbs up and Thumbs Down of OHV Use
Chapter 3
Safety: Every Ride; Every Time ……………………………………………...33
Chapter Overview
Activity 3.1
Safety Gear-Seven for Safety
Activity 3.2
Every Ride-Every Time: Carry the Following Items
Activity 3.3
How Prepared Are You? (Planning Worksheet and Preparation Cards)
Chapter 4
Planning Ahead……………………………………………………………......40
Chapter Overview
Activity 4.1
Play it Safe!
Activity 4.2
Sizing Up!
Activity 4.3
Know Before You Go!
Activity 4.4
Coming Attraction
Chapter 5
You On The Trail: Trail Etiquette…………………………………………..47
Chapter Overview
Activity 5.1
Multiple Use Trails-Citizenship in Action
Chapter 6
Understanding Land Ethics: Protecting The Ground You’re On………....50
Chapter Overview
Activity 6.1
What is an Ethic?
Activity 6.2
Myth Busting
Activity 6.3
Land Ethic Jeopardy
Chapter 7
Dilemmas and Decisions………………………………………………..…….60
Chapter Overview
Activity 7.1
Dilemmas and Decisions
Chapter 8
Minimizing Impacts to Wildlife and Habitat……………………………….64
Chapter Overview
Activity 8.1
Weeds, Weeds Everywhere
Activity 8.2
Threatened and Endangered Species
Chapter 8
Pledge of Responsibility……………………………………………...……….71
Chapter Overview
Activity 9.1
Be Responsible; Stay Safe; Get Involved
Activity 9.2
Additional Ideas
Handouts, Pre & Post Evaluative Survey Worksheet, Answers, Evaluation Form......73-79
Overlays…………………………………………………………………………….…….80-128
Appendixes………………….…………………………………………………………..129-157
ON THE RIGHT TRAIL
A guide to safety, etiquette, and ethics in
outdoor recreation and
Off-Highway Vehicle Use
Introduction to the On the Right Trail Educational Kit
About the Educational Kit
The goal of the On the Right Trail Educational Kit is to educate students about proper outdoor
recreational use with an emphasis on off-highway vehicle (OHV) safety, while instilling a
strong ethic for natural resources, to the extent that future recreationists of California
recognize their influence and responsibility to be safe, courteous, ethical, and considerate to
other trail users and the land.
On the Right Trail is able to accomplish this goal by:
o providing an interactive curriculum and educational materials focused on proper
recreational use with an emphasis on OHV’s, for third through seventh grade
students in California, which meets core educational standards;
o emphasizing safety, trail etiquette (good citizenship), natural resource
protection, and land ethics;
o providing a curriculum for natural resource professionals, teachers, and youth
leaders; i.e. 4-H and scouting organizations, which focuses on recreation and
OHV use.
Implementation
This curriculum can be used in any indoor setting although a large open area is preferred. A
VCR or DVD player, TV, and overhead projector should be available dependant on the lesson
plan.
The On the Right Trail curriculum is designed to be thorough, yet flexible, so you are able to
meet the needs of your specific audience. You may elect to run the curriculum in its entirety or
you may select specific lessons suitable for your group, which coincide with core curriculum
and framework standards being taught in the classroom.
Before your presentation make sure to carefully read each lesson plan. It is advisable to use
Activity 8.1 found in Chapter Eight following each lesson plan. To utilize this activity, plan on
copying one Pledge of Responsibility (page 73) and one On the Trail Checklist (page 74-75) per
student. These will be given as handouts. Also confirm that the facility has a TV, VCR or
DVD player, and overhead projector.
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Evaluation
Included in this curriculum package is a pre/post course survey for students (page 76-77).
Prior to starting the curriculum have students take the survey upon completion have students
retake the same survey. This evaluation will help determine the level of understanding your
students gained from the lessons within this curriculum.
Also, following your presentation or use of the curriculum and educational kit, please complete
the educational kit evaluation form in the binder or obtain a copy of the evaluation form from
the presenter. Your input will help us continue to improve this educational kit.
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Background Information
WHAT is an OHV?
In California, off-highway vehicles (OHVs) are vehicles such as motorcycles, trail bikes, mini
bikes, dune buggies, all-terrain vehicles, jeeps, and snowmobiles. These vehicles are operated
exclusively off public roads and highways on lands that are open and accessible to the public.
Motorcycle
Motorcycles have no more than two tires and a saddle where the driver sits. Examples could
include: mini bike, trail bike, trials bike, motocross bike or competitive motorcycle. (Pocket
Bikes are not considered legal on streets or off-highway.)
All-terrain vehicle (ATV)
An ATV travels on three or more low-pressure tires, has a seat that the rider straddles, and can
travel over unimproved roads.
Dune Buggies
Dune Buggies include Odysseys, pilots, dune buggies, and sand rails.
Snowmobiles
Snowmobiles are designed to travel on snow or ice. They are steered and supported by skis,
belts, cleats, runners, or low-pressure tires.
Jeeps
Jeeps and other 4-wheel drive vehicles are designed to go on and off-highway.
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Other terms used to indicate an off-highway vehicle are:
OHV – Off-Highway Vehicle
ATV – All-Terrain Vehicle
ORV – Off-Road Vehicle
dirt bike
snowmobile
trail bike
4-wheeler
motorcycle
sand rail
dune buggies
jeeps/4wd vehicles
Who Uses OHVs?
In 2000, California had the highest population in the nation with 34 million people and the
greatest number of off-highway vehicle recreation enthusiasts in the United States with 3.5
million recreationists. This number represents 14.2% of all California households. (California
State Parks: 2002Taking the High Road: The Future of California’s Off-Highway Vehicle Recreation
Program.)
In addition to recreational use, OHVs also serve agriculture, business, commercial industry,
and nearly 700 government and law enforcement agencies with on-the-job transportation and
other uses. (OHV Ridercourse Handbook, by the OHV Safety Institute, 1990). In 2001, there were
an estimated 5.6 million ATV users, and as of 2003, there were, 2.4 million Off-Highway
Motorcycle recreationists in the United States. .(ATV info.-U.S. Consumer Product Safety
Commission, 2001 All-Terrain Vehicle ATV Exposure Survey, Motorcycle Info.-Motorcycle Industry
Council, 2003 Motorcycle Statistical Annual.)
Are OHVs Safe?
OHVs are only as safe as their riders. Understanding the importance of safety equipment and
knowing how to safely handle your machine are the keys to safe and enjoyable riding. ATVrelated injuries in the United States have doubled in a recent 5-year period. There has also
been an increase in ATV injuries requiring an emergency room visit; the number increased by
over 100 percent from an estimated 52,800 in 1997 to 110,100 in 2001. In 2001, about onethird of these victims were under 16 years old. In this same period, the estimated number of
ATV drivers increased 36 percent, driving hours grew 50 percent, and the number of ATVs
increased 40 percent. There were an estimated 634 deaths associated with ATVs in 2001. This
was an increase from 291 deaths in 1997. (US Consumer Product Safety Commission.).
Why Develop an OHV Curriculum for California’s Youth?
California is a beautiful state with many recreational opportunities. One of those popular
recreational choices continues to be OHV use. With growing numbers of youth using OHVs
for recreation, it is vitally important to teach sound safety skills to young riders. OHVs are not
toys! They are powerful machines that demand skill and the full attention of the rider. With so
many OHVs in California, there is a high likelihood that most of our youth will at one time or
another have some exposure to OHVs and the opportunities associated with them. In fact since
1982 children under 16 accounted for nearly one-third of the fatalities reported on ATVs. In
California during that same period, there were 324 reported deaths due to OHV use, the most
in the nation. (Cantlupe, Joe; Copley News Service, “Kids accounted for one-third of all-terrain vehicle
deaths” March 22, 2005)
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Education can make a difference. Today's OHV rider shares the trail with numerous other
recreationists, horseback and mountain bike riders, hikers, and hunters. Each user group has a
different perspective towards recreational lands and values their means of getting there. The
importance of common courtesy and knowledge of trail ethics cannot be understated.
Developing and maintaining riding opportunities includes getting along with private
landowners, public land mangers, and recreationists on the trail.
Each of us has a responsibility as a citizen of this great state of California to learn how to be
safe, ethical, and responsible with how we recreate. The future of our natural resources and our
opportunities to recreate depend on our actions. This curriculum provides information and
learning opportunities which encourage safe, ethical, and responsible behaviors while
recreating. What better gift to give our youth than knowledge and understanding. They are
our future, and our future lies in their hands.
WHAT do I need to LEGALLY RIDE an OHV in California?
o All vehicles operated on public lands must be registered with the
Department of Motor Vehicles (DMV). The registration fee is $25 per
vehicle and is valid for a two-year period.
o In order to operate any type of motorized vehicle off-highway on public
land, you must have one of the following:
• Street-Legal License Plate; to operate a 4-wheel drive vehicle
or dual-purpose motorcycle on and off highway you must
have a street-legal license plate.
• Green Sticker; issued for all California OHVs year model
2002 and older, including those that were previously issued a
red sticker and to 2003 and newer complying vehicles. Green
stickers are issued to OHVs for year round use at all
California OHV riding areas.
• Red Sticker; issued to 2003 year model and newer OHVs that
are not certified to California OHV emission standards. If
your OHV has a “3” or “C” in the eighth position of the
vehicle identification number (VIN) then your vehicle will be
issued a red sticker. Red stickers are issued to OHVs that
can use California OHV riding areas for seasonal use.
• Non-Resident Permit; as of January 1, 1998, you will need to
purchase a special “Non-Resident OHV Permit” if you are not
a California resident AND if your off-highway vehicle or
snowmobile is not registered in your home state.
o It is illegal in California to possess an open container of an alcoholic
beverage while riding in or operating an off-highway vehicle. (According
to Vehicle Codes section 23220, 23322, 23225, and 23226 which have been
amended to include public lands.)
o Motorcycles must be equipped with a U.S. Forest Service approved spark
arrester and adequate muffler, both in working order (PRC 4442).
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o Any vehicle operated between sunset and sunrise must display at least one
headlight that enables an operator to see clearly 200 feet ahead and one
red taillight visible for 200 feet (CVC 3835, 38345).
o ATV riders must wear an approved helmet (CVC 38505).
o You may not drive a motor vehicle in a manner that endangers the safety
of other persons or their property (CVC 38305, 38314, 38316a, 38317).
o No motor vehicle shall exceed 15mph within 50 feet of any campground,
campsite, or concentration of people or animals (CVC 38310).
o No operator of an ATV may carry a passenger when operating on public
lands (CVC 38506).
o A driver’s license is not necessary to operate an OHV in most areas.
However, if your driving privilege is suspended in California, you may not
operate an OHV on California public lands (CVC 14601(a)).
o If you are under 18 years old and operating an ATV you must do one of the
following: be taking a training course, be under the direct supervision of
an adult possessing an appropriate safety certificate, or be in possession of
an appropriate safety certificate (CVC 38503).
o For more information on rules and regulations for OHVs in California
contact www.ohv.parks.ca.gov.
To register for a State Certified Safety Course contact the following: For ATV
riders call the ATV Safety Institute at (800) 887-2887; for Off-Highway
Motorcycle Riders call (877) 288-7093. ATV training is free to youth 16 years
and younger.
6
Core Curriculum Standards Met by Each Chapter
On the Right Trail meets California’s Core Educational Standards and Framework concepts in
Science, Health Education and History-Social Sciences for grades 3-7. Each chapter has specific
standard objectives or framework concepts that are met by the activities. Teachers can use
these lessons and activities as tools in teaching and emphasizing Core Educational Standards
and Framework concepts.
Chapter 1: Introduction to Safety and Ethics
Grade Level 3
Science
Life Science
3c. Students know living things cause
changes in the environment in which
they live: some of these changes are
detrimental to the organisms and some
are beneficial.
Health Education
Expectation 1
*Using protective equipment or
practicing behaviors to protect the body,
such as: using a seat belt or helmet and
wearing appropriate clothing and
protective equipment.
*Observing safety rules during physical
activity.
Expectation 3
*Developing and using appropriate
skills to identify, avoid when possible,
and cope with potentially dangerous
situations.
*Practicing safe behavior in or near
motorized vehicles.
*Practicing safe behavior in recreational
activities.
Grade Level 4
Science
Life Science
3. Living organisms depend on one
another and on their environment for
survival. As a basis for understanding
this concept students will learn about
their impact on the environment and
organisms.
3b. Students know that in any particular
environment some kinds of plants and
animals survive well, some survive less
well, and some cannot survive at all.
Health Education
Expectation 1
*Using protective equipment, such as a
helmet, or practicing behaviors to
protect the body.
*Observe safety rules during physical
activities.
7
*Developing and using effective coping strategies,
including critical thinking, effective decision
making and problem solving.
Expectation 3
activities
Grade Level 5
Science
Earth Science
3d. Students know that the amount of fresh water
located in rivers, lakes, under ground sources, and
glaciers is limited and that its availability can be
extended by recycling and decreasing the use of
water
Health Education
Expectation 1
*Using protective equipment, such as a helmet, or
practicing behaviors to protect the body.
*Observe safety rules during physical activities.
Expectation 3
*Practicing safe behavior in recreational activities
Grade Level 6
Science
Earth Science
2a. Students know water running downhill is the
dominant process in shaping the landscape,
including California’s landscape. They will
understand how erosion can affect the landscape.
2b. Students know rivers and streams are dynamic
systems that erode, transport sediment, change
course, and flood their banks in natural and
recurring patterns
2c. Students know landslides and floods change
human and wildlife habitats
Health Education
Expectation 1
making, and problem solving.
Expectation 3
activities
History-Social Science
6.1
3. Discuss the climatic changes and
human modifications of the physical
environment that gave rise to the
domestication of plants and animals and
new sources of clothing and shelter.
8
Grade Level 7
Science
Earth Sciences
4e. Students know fossils provide evidence of how
life and environmental conditions have changed.
Health Education
Expectation 1
*Using protective equipment, such as goggles to
protect eyes when appropriate, or practicing
behaviors to protect the body.
*Observing safety rules during physical activities.
*Demonstrating personal characteristics that
contribute to responsibility, and respecting the
dignity of other others.
Expectation 3
*Practicing safe behaviors in and near motorized
vehicles.
*Practicing safe behavior in recreational activities,
even in the absence of adults.
Chapter 2: Sound Off: How Much Do You Know About Backcountry OHV Use?
Grade Level 3
Science
Life Science
3c. Students know living things cause changes
in the environment in which they live: some of
these changes are detrimental to the organism
or other organisms, and some are beneficial.
Health Education
Expectation 1
activity.
Expectation 3
*Developing and using appropriate skills to
identify, avoid when possible, and cope with
potentially dangerous situations.
*Practicing safe behavior in or near motorized
vehicles.
activities.
Grade Level 4
Science
Life Science
3. Living organisms depend on one another
and on their environment for survival. As a
basis for understanding this concept
environment, some kinds of plants and
animals survive well, some survive less well,
and some cannot survive at all.
Earth Sciences
5a. Students know some changes in the earth
are due to slow processes, such as erosion, and
some changes are due to rapid processes, such
as landslides, volcanic eruptions, and
earthquakes.
Health Education
Expectation 1
helmet, or practicing behaviors to protect the
body.
activities.
*Developing and using effective coping
strategies, including critical thinking, effective
decision making and problem solving.
*Expectation 3
Developing and using appropriate skills to
*Practicing safe behavior in and near
motorized vehicles.
activities.
Grade Level 5
Science
Earth Sciences
9
extended by recycling and decreasing the use of
water.
Health Education
Expectation 1
Expectation 3
*Practicing safe behavior in and near motorized
vehicles.
Grade Level 6
Science
Earth Sciences
dominant process in shaping the landscape,
including California’s landscape (students will
understand how erosion can affect the landscape.)
systems that erode, transport sediment, change
course, and flood their banks in natural and
recurring patterns.
2c. Students know landslides and floods change
human and wildlife habitats.
Health Education
Expectation 1
Expectation 3
vehicles.
Grade Level 7
Health Education
Expectation 1
protect eyes when appropriate, or practicing
*Developing and using effective
communication skills.
contribute to responsibility, and respecting
the dignity of other others.
Expectation 3
*Practicing safe behaviors in and near
motorized vehicles.
10
*Practicing safe behavior in recreation activities,
even in the absence of adults.
*Identifying factors that reduce risks of accidents
and demonstrate corrective actions.
*Using thinking and decision-making skills in
high-risk situations involving the use of motor
vehicles and other hazardous activities.
Expectation 7
*Developing and using effective communication
skills.
Chapter 3: Safety: Every Ride – Every Time
Grade Level 3
History-Social Sciences
3.4
1. Determine the reasons for rules, laws, and
the U.S. Constitution; the role of citizenship in
the promotion of rules and laws; and the
consequences for people who violate rules and
laws.
2. Discuss the importance of public virtue and
the role of citizens, including how to
participate in a classroom, in the community
and in civic life.
Health Education
Expectation 1
*Using protective equipment or practicing
behaviors to protect the body, such as using a
seat belt or helmet and wearing appropriate
clothing and protective equipment for sports
activity.
Expectation 3
*Practicing safe behavior in or near motorized
vehicles.
activities.
*Providing name, address, and telephone
number to a responsible adult.
Grade Level 4
Health Education
Expectation 1
body.
activities.
Expectation 3
*Practicing safe behavior in and near
motorized vehicles.
activities.
*Reporting or obtaining assistance when
faced with unsafe situations.
*Recognizing emergencies and responding
appropriately.
*Understanding the family emergency plan
and developing skills necessary to follow the
plan.
11
Grade Level 5
Health Education
Expectation 1
Expectation 3
*Developing and using appropriate skills to identify,
avoid when possible, and cope with potentially
dangerous situations.
vehicles.
*Reporting or obtaining assistance when faced with
unsafe situations.
appropriately.
*Understanding the family emergency plan and
developing skills necessary to follow the plan.
Grade Level 6
Health Education
Expectation 1
Expectation 3
vehicles.
*Reporting or obtaining assistance when faced with
unsafe situations.
appropriately.
*Understanding the family emergency plan and
developing skills necessary to follow the plan.
Grade Level 7
Health Education
Expectation 1
protect eyes when appropriate, or practicing behaviors
to protect the body.
Expectation 3
*Practicing safe behaviors in and near motorized
vehicles.
*Practicing safe behavior in recreation activities, even
in the absence of adults.
*Identifying factors that reduce risks of accidents and
demonstrating corrective actions.
*Using thinking and decision-making skills in
high-risk situations involving the use of
motor vehicles and other hazardous activities.
12
Expectation 7
*Recognizing one’s own strengths and limitations.
Chapter 4: Planning Ahead
Grade Level 3
Science
Life Sciences
3b. Students know examples of diverse life
forms in different environments, such as
oceans, deserts, tundra, forests, grasslands
and wetlands.
Health Education
Expectation 1
*Using protective equipment or practicing
clothing and protective equipment for sports
activity.
Expectation 3
* Practicing safe behavior in or near
motorized vehicles.
* Practicing safe behavior in recreational
activities.
3.1 Students describe the physical and human
geography and use maps, tables, graphs,
photographs, and charts to organize
information about people, places, and
environments in a spatial context.
1. Identify geographical features in their local
region (e.g., deserts, mountains, valleys, hills,
coastal areas, oceans, lakes).
2. Trace the ways in which people have used
the resources of the local region and modified
the physical environment.
3.5
1. Describe the ways in which local producers
have used and are using natural resources,
human resources, and capital resources to
produce goods and services in the past and the
present.
3. Understand that individual economic
choices involve trade-offs and the evaluation
of benefits and costs.
Grade Level 4
Health Education
Expectation 1
* Using protective equipment, such as a
body.
* Observe safety rules during physical
activities.
Expectation 3
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* Practicing safe behavior in recreational activities
* Reporting or obtaining assistance when faced with
unsafe situations.
4.1 Students demonstrate an understanding of the
physical and human geographic features that define
places and regions in California
1. Explain and use the coordinate grid system of
latitude and longitude to determine the absolute
locations of places in California and on Earth.
3. Identify the state capital and describe the various
regions of California, including how their
characteristics and physical environments (e.g., water,
landforms, vegetation, and climate) affect human
activity.
5. Use maps, charts, and pictures to describe how
communities in California vary in land use, vegetation,
wildlife, climate, population density, architecture,
services, and transportation.
4.5
3. Describe the similarities (e.g., written documents,
rule of law, consent of the governed, three separate
branches) and difference (e.g., scope of jurisdiction,
limits on government powers, use of the military)
among federal, state, and local governments.
4. Explain the structures and functions of state
governments, including the roles and responsibilities of
their elected officials.
Grade Level 5
Science
Earth Sciences
3e. Students know the origin of water used by their
local communities.
Health Education
Expectation 1
* Using protective equipment, such as a helmet, or
* Observe safety rules during physical activities.
Expectation 3
* Developing and using appropriate skills to identify,
* Practicing safe behavior in recreational activities
* Reporting or obtaining assistance when faced with
unsafe situations.
5.4
7. Explain the early democratic ideas and practices that
emerged during the colonial period, including the
significance of representative assemblies and town
meetings.
Grade Level 6
Health Education
Expectation 1
body.
* Observe safety rules during physical
activities.
Expectation 3
* Developing and using appropriate skills to
activities.
* Reporting or obtaining assistance when
faced with unsafe situations.
Grade Level 7
Health Education
Expectation 1
14
* Using protective equipment, such as goggles to
protect eyes when appropriate, or practicing behaviors
to protect the body.
* Observing safety rules during physical activities.
Expectation 3
* Practicing safe behaviors in and near motorized
vehicles.
* Practicing safe behavior in recreation activities, even
* Identifying factors that reduce risks of accidents and
demonstrating corrective actions.
* Using thinking and decision-making skills in highrisk situations involving the use of motor vehicles and
other hazardous activities.
Expectation 9i
* Identifying a variety of consumer influences and
analyzing how those influences affect decisions.
Chapter 5: You On the Trail: Trail Etiquette
Grade Level 3
Health Education
Expectation 1
* Observing safety rules during physical
activity.
* Developing and using effective coping
strategies including critical thinking effective
decision making and practice of problem
solving.
3.4
laws.
participate in a classroom, in the community
and in civic life.
Grade Level 4
Health Education
Expectation 1
* Explore ways to engage in enjoyable out-ofschool activities that promote fitness and
health.
* Demonstrate personal characteristics that
contribute to respect for the dignity of others.
* Developing and using effective
Expectation 3
activities.
Grade Level 5
Health Education
Expectation 1
* Explore ways to engage in enjoyable out-ofschool activities that promote fitness and
health.
15
* Developing and using effective communication skills
Expectation 3
* Practicing safe behavior in recreational activities.
Grade Level 6
Ecology (Life Sciences)
5c. Students know populations of organisms can be
categorized by the functions they serve in an
ecosystem.
5e. Students know the number and types of organisms
an ecosystem can support depends on the resources
available and on abiotic factors, such as quantities of
light and water, a range of temperatures, and soil
composition.
6b. Students know different natural energy and
material resources, including air, soil, rocks, minerals,
petroleum, fresh water, wildlife, and forests.
Health Education
Expectation 1
* Explore ways to engage in enjoyable out-of-school
activities that promote fitness and health.
*Demonstrate personal characteristics that
* Developing and using effective communication
skills.
Expectation 3
Grade Level 7
Health Education
Expectation 1
* Participating regularly in a variety of enjoyable
physical activities.
* Developing and using effective communication skills.
Expectation 3
vehicles.
Expectation 7
Chapter 6: Understanding Land Ethics: Protecting the Ground You’re On
Grade Level 3
Science
Life Sciences
oceans, deserts, tundra, forests, grasslands,
and wetlands.
Health Education
Expectation 3
motorized vehicles
activities.
Expectation 4
* Assuming responsibility for helping in the
community such as, picking up trash or
helping other students assume responsibility
for their actions.
Grade Level 4
Health Education
Expectation 1
activities.
* Demonstrating personal characteristics that
Expectation 3
activities.
Grade Level 5
Science
Earth Sciences
3d. Students know that the amount of fresh
water located in rivers, lakes, under ground
sources, and glaciers is limited and that its
availability can be extended by recycling and
decreasing the use of water.
3e. Students know the origin of the water
used by their local communities.
Health Education
Expectation 1
activities.
Expectation 3
• Practicing safe behavior in recreational
activities.
16
Grade Level 6
Science
Earth Sciences
dominant process in shaping the landscape, including
California’s landscape (students will begin to
understand the effect of erosion on a landscape.)
systems that erode, transport sediment, change course,
and flood their banks in natural and recurring patterns
2c. Students know landslides and floods change human
and wildlife habitats.
ecosystem.
composition.
Health Education
Expectation 1
* Demonstrate personal characteristics that contribute
to respect for the dignity of others.
Expectation 3
*Practicing safe behavior in recreational activities.
6.1
3. Discuss the climatic changes and human
modifications of the physical environment that gave
rise to the domestication of plants and animals.
Grade Level 7
Science
Life Sciences
3d. Students know that extinction of a species occurs
when the environment changes and the adaptive
characteristics of a species are insufficient for its
survival.
Earth Sciences
4e. Students know fossils provide evidence of how life
and environmental conditions have changed.
Health Education
Expectation 1
protect the eyes when appropriate, or practicing
contribute to responsibility and respecting the dignity
of others.
Expectation 3
* Practicing safe behaviors in and near
motorized vehicles.
17
Expectation 7
* Developing and using effective communication
skills.
Chapter 7: Dilemmas and Decisions
Grade Level 3
Science
Life Sciences
oceans, deserts, tundra, forests, grasslands
and wetlands.
Health Education
Expectation 1
activity.
solving.
Expectation 3
motorized vehicles.
activities.
* Developing and using skills to avoid,
resolve, and cope with conflicts.
Grade Level 4
Earth Sciences
5a. Students know some changes in the earth
are due to slow processes, such as erosion, and
some changes are due to rapid processes, such
as landslides.
Health Education
Expectation 1
helmet or practicing behaviors to protect the
body.
activities.
communication skills
strategies including critical thinking, effective
decision making and problem solving.
Expectation 3
activities.
Grade Level 5
Science
Earth Sciences
18
decreasing the use of water
3e. Students know the origin of the water used by their
local communities.
Health Education
Expectation 1
* Using protective equipment, such as a helmet or
*Developing and using effective communication skills
*Developing and using effective coping strategies
including critical thinking, effective decision making
and problem solving.
Expectation 3
Grade Level 6
Earth Sciences
dominant process in shaping the landscape, including
California’s landscape.
2c. Students know that landslides and floods change
ecosystem.
composition.
Health Education
Expectation 1
*Using protective equipment, such as a helmet or
* Developing and using effective coping strategies
Expectation 3
Grade Level 7
Science
Life Sciences
3d. Students know that extinction of a species
occurs when the environment changes and the
adaptive characteristics of a species are
insufficient for its survival.
Earth Sciences
4e. Students know fossils provide evidence of
how life and environmental conditions have
changed.
Health Education
Expectation 1
* Using protective equipment, such as
goggles to protect the eyes when appropriate,
or practicing behaviors to protect the body.
19
of others.
Expectation 3
vehicles.
* Using thinking and decision-making skills in highrisk situations involving the use of motor vehicles and
other hazardous activities.
Expectation 5
* Resolving conflicts in a positive, constructive way.
Expectation 7
Chapter 8: Minimizing Impacts to Wildlife and Habitat
Grade Level 3
Science
Life Science
Health Education
Expectation 1
solving.
Expectation 3
* Developing and using skills to avoid,
resolve, and cope with conflicts.
Expectation 4
* Assuming responsibility for helping in the
community such as picking up trash or
for their actions.
Grade Level 4
Science
Life Science
3. Living organisms depend on one another
and on their environment for survival. As a
basis for understanding this concept students
will learn about their impact on the
environment and organisms.
environment, some kinds of plants and
animals survive well, some survive less well,
and some cannot survive at all.
Health Education
Expectation 1
strategies including critical thinking, effective
decision making, and problem solving.
Expectation 3
activities.
Grade Level 5
Science
Earth Sciences
decreasing the use of water.
Health Education
Expectation 1
20
Expectation 3
Grade Level 6
Earth Sciences
2c. Students know that landslides and floods change
ecosystem.
composition.
Health Education
Expectation 1
Expectation 3
*Practicing safe behavior in recreational activities.
6.1
3. Discuss the climatic changes and human
modifications of the physical environment that gave
rise to the domestication of plants and animals.
Grade Level 7
Science
Life Sciences
3d. Students know that extinction of a species occurs
when the environment changes and the adaptive
characteristics of a species are insufficient for its
survival.
Health Education
Expectation 1
Expectation 3
vehicles.
* Using thinking and decision-making skills
in high-risk situations involving the use of
Expectation 5
21
* Resolving conflicts in a positive, constructive way.
Expectation 7
Chapter 9: Pledge of Responsibility
Grade Level 3
Health Education
Expectation 1
* Using protective equipment or practicing
clothing and protective equipment for sports.
activity.
solving.
Expectation 3
motorized vehicles.
activities.
Expectation 4
* Assuming responsibility for helping in
community such as picking up trash or
for that action.
* Participating in community efforts to
address local environmental issues; recycling
for example recycling.
3.4
laws.
participate in a classroom, in the community,
and in civic life.
Grade Level 4
Health Education
Expectation 1
helmet or practicing behaviors to protect the
body.
activities.
Expectation 3
* Practice safe behavior in and near motorized
vehicles.
activities.
Expectation 5
22
* Participating in community efforts to address local
health and environmental issues.
Grade Level 5
Science
Earth Sciences
extended by recycling and decreasing the use of water.
Health Education
Expectation 1
Expectation 3
* Practice safe behavior in and near motorized vehicles.
Expectation 5
Grade Level 6
Health Education
Expectation 1
Expectation 3
* Practice safe behavior in and near motorized vehicles.
Expectation 5
Grade Level 7
Health Education
Expectation 1
protect the eyes when appropriate, or practicing
of others.
Expectation 3
vehicles.
activities, even in the absence of adults.
* Using thinking and decision-making skills
in high-risk situations involving the use of
Expectation 5
* Resolving conflicts in a positive,
constructive way.
* Assuming responsibility for helping to take
care of the community, such as picking up
trash, and helping other students to assume
responsibility for that action.
* Participating in community efforts to
address local health and environmental issues.
Expectation 7
23
Educational Kit Materials
1.
2.
3.
4.
5.
One On the Right Trail Curriculum Manual
12 Maps four copies each of three different regional travel maps
Tape of OHV sounds/interactions
Tape recorder
Safety Gear:
helmet
pants
eye protection
long-sleeve shirt
boots
gloves
body armor: chest protector and kidney belt
6. Personal Equipment (fanny pack)
trail food & water
medication
map
rain gear
identification
7. Tool Kit (stuff sack)
wrenches
2 spark plugs & wrench
master chain link
wire
duct tape
locking pliers
screw drivers
flashlight
headlight bulb
tie-down strap/two rope
tire patch kit & pump
8. Emergency Kit (red stuff sack)
parachute cord
space blanket
fire starter
whistle
knife
shovel
first aid kit
garbage bag
dried high-energy food
waterproof matches
9. 18 Overlays (in ring binder)
Dilemmas & Decisions (3) Land Ethic Jeopardy
ATV Sizing (3)
Blank Overlays (2)
Noxious Weeds (6)
Endangered Species (10)
Safety PLAN
Pledge of Responsibility
On the Trail Checklist (2)
Ethic
Maps (4)
Whose Role Is It?
Coming Attraction (2)
Sizing Up!
Community Service
Adventure Trail (10)
Yield the Right of Way
10. Cover squares for Land Ethic Jeopardy
12. Blank, large flip-chart paper for Land Ethic Jeopardy score-keeping
13. 1 Erasable Marker for overlays and 1 Permanent Marker for score-keeping
14. Stick horses
15. Bicycle handlebars
16. Backpacks
17. On the Right Trail video or DVD (Tread Lightly!, Montana Trail Vehicle Riders
Association in cooperation with Montana Fish, Wildlife & Parks.)
18. Myth Busting Cards: one set (10) with answers and one set (10) without answers
19. Adventure Trail Posters or Flip Charts
24
CHAPTER ONE
Introduction to Safety and Ethics
Chapter Overview
Goals: Provide students with introductory information about trail safety and ethics.
Objectives: Students will develop a basic understanding of proper backcountry techniques and
ethics.
Materials Needed: TV, VCR, or DVD player, On the Right Trail video or DVD (approximately
10 minutes)
Duration: 20-40 minutes
In Brief
Students will review the On the Right Trail video or DVD. Then they will review the Tread
Lightly! principles presented in the video or DVD. Students will discuss how application of the
principles will help them become better citizens.
Activity 1.1 – Learning to Tread Lightly!
Secondary Education Adaptation: Although this activity would work well for all age groups, when
working with older grade levels split the classroom into 5 groups and assign a group one of each
principle. Have each group present their ideas to the class.
Step 1:
Step 2:
Step 3:
Show the On the Right Trail video or DVD to the students
Ask if there are any questions
Follow up the video or DVD by discussing key points regarding the principles of
Tread Lightly! with the questions and discussion topics listed below.
Activity 1.1
Tread Lightly! Principles
Discussion Points
Travel and recreate with minimum impact
Discussion Questions:
o Have students list ways in which they travel and recreate; write them on the
board or flip chart.
o Ask students what they think minimum impact means?
o Have students list ways they might impact or influence the environments around
them.
o After students have listed areas that are impacted by humans, have them discuss
ways to minimize their impacts.
Example:
Recreation can cause impacts to vegetation; by staying on the trail we minimize our
impact to vegetation.
25
Respect the environment and the rights of others
o What are ways that each of us can respect the environment?
Example:
Pick up litter, recycle, conserve water, and stay on trails when recreating and riding
OHVs, etc.
o What are ways that each of us can respect the rights of others?
Example:
Keep noise down, say hello to others on the trail, and listen to others and their points of
view, etc.
For Grade Level 6 – Have an extra discussion about the importance of water resources.
o Why is water so important to us? Have students list their ideas on the board or
flipchart.
o How can we protect our water resources while we recreate?
Example:
By crossing only at designated crossing points and by not spinning wheels while crossing.
Also, be careful not to leave waste or other garbage by or in waterways.
Educate yourself; plan and prepare before you go
o Have students list the things they remember from the video about planning and
preparation?
o Discuss why each step is important.
Example:
By being prepared you will be less likely to damage resources in order to survive. You will
be acting as a good citizen by saving the time, money, and effort needed to rescue you from a
situation that could have been prevented by proper planning.
Allow for future use of the outdoors; leave it better than you found it.
o Discuss with students the concept of leaving things better than they find them.
o What are some things they can do to help to improve upon an area? List
examples on the board or flip chart.
Example:
Pack in what they pack out; leave artifacts, flowers, and natural items as they found them
so when others visit they will be able to have a similar experience. Pick up garbage or
litter that others may have carelessly left behind.
o Following your discussion, point out that we are responsible for making sure
natural areas stay natural and beautiful. We are guests and should treat
California’s beautiful areas with respect.
26
Discover the rewards of responsible recreation
o Ask the students why they like to recreate?
o Discuss with them that when we are responsible we will leave things better than
we found them. Through practice of this principle resources will be available
for future use and when we return to an area with our families and friends it will
be as beautiful as the last time we visited.
For more information on the Tread Lightly! program go to www.treadlightly.org or call 800-9669900.
27
CHAPTER TWO
Sound Off:
How Much Do You Know About Backcountry
OHV Use?
Chapter Overview
Goals: Assess the students’ knowledge and understanding of safe, courteous, and ethical
recreational behaviors.
Objectives: Students will learn to identify what they should do in given situations so that they
are safe, courteous, and ethical when recreating especially with or around OHVs.
Materials Needed: Tape recorder, and Situations Cassette Tape
Duration: 20-30 minutes
In Brief
Students will listen to twelve "situations" on the cassette tape, and assess each situation
presented on the tape to determine what the characters should do and whether the recreational
enthusiasts handled the situation correctly.
Activity 2.1 – The Thumbs Up and Thumbs Down of OHV Use
Secondary Education Adaptation: This activity will work well for all grade levels. For more
discussion, spend time on each dilemma talking about what else students should do, or have students role
play the written scenario’s instead of using the cassette tape.
Review the entire activity before you begin.
Step 1:
Students will listen to twelve situations on the cassette tape.
Step 2:
After each episode, each student must decide if the recreational enthusiasts on
the tape made the correct decision about safety, trail etiquette, or natural
resource protection. If a student believes the situation was handled correctly,
he/she should place a thumb up. If it was handled incorrectly, the student will
place a thumb down. If a student is unsure, he/she should place the thumb
sideways.
Step 3:
Stop the tape after every situation to review and discuss the correct answer with
the students.
Step 4:
Please rewind the tape for the next presentation.
28
Activity
2.1
Situations From Cassette Tape
1. Motors approaching, slowing, or stopping,
V1: Would you open the gate?
V2: Yeah, I'll get it
(Sound of fence squeaking.)
V1: You should shut the gate.
V2: No, it’s okay, we'll be back this way in a few minutes.
(Sounds of motors driving off.)
THUMBS DOWN. Riders should always close the gates they open immediately after
they pass through. Ranchers use public lands to graze cattle. Fences and gates are used
to separate pastures. When gates are left open, cattle are able to leave the pasture
causing ranchers to spend valuable time rounding up the cattle and moving them back to
their pasture. Always leave gates as you found them.
2.
(Three motors coming near, then stopping.)
V1: Look at that hill, it’s perfect. Lets go do some climbing.
V2: Wait, first of all we have to look on the map to see if it’s a hill climbing area. If it’s
not, forget it.
V1: Of course it is. There's tracks all over it, just look.
V3: Tracks don't mean it’s a climbing area. I think those tracks are ugly, I'd rather see
wildflowers than huge ruts on the mountain. Let’s just stay on the trail.
(Motors driving off.)
THUMBS UP. Hill climbing areas tear up the soil and plants, which can cause erosion.
As soil moves off hillsides it may move into streams, which reduces the water quality and
the ability for fish and other aquatic invertebrates to live. The scars left on hillsides can
offend other trail users, or encourage others to continue the inappropriate behavior.
3.
(One motor approaching, slowing, and stopping.)
V1: Hi Jacob, what are you doing?
V2: Just walking down to the pasture to check on the horses.
V1: Hop on; I'll give you a ride.
THUMBS DOWN. Never ride with more than one person on a machine. Most OHVs are
not designed for more than one rider. Having more than one person on a machine can be
a safety hazard.
THUMBS DOWN. Never ride an OHV without wearing a helmet.
29
4.
(Two motors slow down and stop.)
V1:(whispers) Look there are the elk we've been looking for.
V2: (whispers) Great, let’s park here and start hunting.
V1: No way, I'm going after them now!
(One motor takes off.)
THUMBS DOWN. Never chase elk from your OHV, this isn't hunting; it is animal
harassment. Not only is it illegal, but is also is not sporting. Chasing any animal,
whether wild or domestic, is harassment and can cause stress and possible injury to the
animal.
5.
V1: Hey mom, We're going for an OHV ride, we'll be back to the house by 5:00.
V2: Where are you going and who are you riding with?
V1: I'm riding with Chris and her older brother Jesse. We're going into the Wilderness
Area.
THUMBS DOWN. Wilderness Areas are lands that prohibit the use of any mechanical
tools or transportation, in order to protect the primitive character. Motorized vehicles
of any kind are prohibited in any Wilderness Area, this includes bicycles.
THUMBS UP. Before you leave on a ride, always tell an adult where you're going, when
you'll return, and with whom you are riding with. Never ride alone.
6.
(Two motors racing then crashing sounds.)
V1: Hey Brandon, are you okay?
V2: Yea, I think so, but my leg is really cut up and it hurts really bad.
V1: It’s okay, lay back and relax. I'll get the first-aid kit and we'll get you out of here
safely.
THUMBS UP. Always carry a first-aid kit with you on every ride, every time. Know
how to use it.
THUMBS DOWN. Driving out of control and too fast can cause problems for you and
others. You may endanger yourself or other trail users and tear up the land. Always
drive safely.
7.
30
(Two motors approaching, slowing, stopping.)
V1: This sign says that this trail is temporarily closed to protect elk calving grounds. I
guess we could ride up Slate Creek instead.
V2: That's stupid; I've never seen an elk up here. Lets just go on up. No one will know
and we won't bother the elk.
(Motors start up and drive off.)
THUMBS DOWN. Never ride on a closed trail. Trails or areas may be closed seasonally
to reduce erosion or to protect important wildlife habitat. If you ignore these closures,
trails may be permanently closed to motorized recreation. Responsible use of public
lands will help to ensure future recreational use of the area.
Perhaps the reason you don’t see wildlife in a given area is due to a large amount
of human use in the past. The road closure will encourage wildlife to use available
habitats, especially during critical times for wildlife survival, such as elk calving in the
spring or use of weather protected slopes with good browse in winter.
8.
(One motor drives up and stops.)
V1: This is a beautiful spot. I think I'll sit down and have some lunch on this rock. Oh,
I should move my motorcycle out of the trail first.
(Sound of trying to start machine but it is dead.)
V1: Oh no, what am I going to do? Oh I remember, we put extra spark plugs in the
machine repair kit, I'll get those.
(Sound of machine starting up.)
THUMBS UP. Carry a tool kit with you every time, every ride.
THUMBS UP. Move OHV off trail when stopped to allow other trail users to pass.
9.
(Sounds of horse hooves on the trail, then motors approaching from the distant background.)
V1: Get ready; here comes some OHVs down the trail.
V2: The last ones scared the horses to death, and threw Katy off her horse. I wish
they'd slow down and be considerate of other folks on the trail.
(Machines getting louder and closer, then sounds of engines being turned off. Sound of hooves
continue.)
V3: (calm, soothing voice) Hello there, just want to let you know I'll wait for you to pass
before starting my machine back up. Nice horses you have there. Have a good day.
THUMBS UP. OHV riders always yield, pull over, and shut off motors when meeting
horses or other animals on the trail. Slowly take off your helmet and talk in a calm
voice. Avoid any sudden movement. Be polite. Being courteous and yielding to riders
and their stock helps users to get along and makes it safer for everyone.
10.
31
(Sounds of tools clanking.)
V1: Hey Sarah, check it out. I got a new OHV for Christmas.
V2: It’s cool, what are you doing?
V1: I'm taking off the muffler so I'll go faster. It'll make more noise too.
V2: That's silly. Noise doesn't equal power; in fact, you can even hurt the engine by
removing the muffler. And noise really annoys other people on the trail.
V1: Yeah, I suppose you're right. I'd rather make friends on the trails than enemies,
and I sure don't want to hurt my machine.
THUMBS UP. Noise doesn't equal horsepower and it isn't cool. Loud motors can mean
less power and can damage the engine. Noise also scares off wildlife and can offend
other trail users. Keep RPMs and speed low and steady around non-riders. Take part in
being a responsible trail user and sensitive to other user values on public lands.
11.
V1: Whoa, check it out, watch this! This is a great stream to ride in!
V2: Wait a minute, what are you doing? I thought you liked to fish.
V1: I do like to fish, but what does fishing have to do with riding through a stream?
V2: If you ride down a stream, you'll cause lots of erosion which can kill the fish, you
also tear down the banks causing the channel to widen, so the water gets shallow and
warm. Fish like deep, cold water. Come on, let’s just ride straight across the channel on
the trail and come back and fish here next time.
V1: Okay, sounds good to me.
(Sounds of engines riding away.)
THUMBS UP. Riding in stream channels disturbs aquatic life (fish and insects) by
shifting gravels, which can crush insects or fish eggs during spawning. Disrupting
stream bottoms can release fine soil, which can smother eggs.
Cross streams perpendicular to the channel with as little damage to the bank and
bottom as possible. If there are no constructed bridges or fords, choose a stable gradual
embankment where a natural gravel bar might be located. Crossing on steep banks or
disrupting bank vegetation (trees, shrubs & grasses) increases the chance for soil erosion
and alters water quality.
12.
(Birds in the forest, wind, natural sounds.)
V1: I love being in the forest. It’s so quiet and peaceful
(Sounds of motorcycles approaching and getting very loud, engines revving, then going away.)
V2: They didn't even slow down to say hello, and they revved their engines and scared
away the birds. How rude!
V1: Are OHVs even allowed in this area? Let’s turn them in.
THUMBS DOWN. Noise annoys other trail users. Noise carries for a long distance and
often masks the sounds of nature. Be respectful of others who may not share your
interests. Noise levels of motorized recreation is one of the biggest complaints by nonmotorized users. When passing hikers and other forest users, slow down and drive away
quietly. Be polite. Do not rev your engine after passing. Always check a map to make
sure you are in an area open to motorized travel.
THUMBS UP. Notifying the right authorities or even reminding other recreationists
about areas closed to particular activities is a positive thing.
END OF TAPE
32
CHAPTER THREE
Safety:
Every Ride; Every Time
Chapter Overview
Goals: Help students begin to understand the elements of safety when they go out on the trail.
Objectives: Students will learn about specific safety equipment that recreationists, including
OHV riders, should wear or carry with them when they ride. They will learn how to develop a
safety PLAN before every trip and identify what size of vehicle is appropriate for them to ride.
Materials Needed:
Overlay (Safety PLAN) located on page 81, Planning Worksheet (enough copies for 2-3
teams, depending on number of students), Preparation Scenario Cards
Safety Gear: (helmet, pants, eye protection, long-sleeve shirt, boots, gloves, and body
armor: chest protector and kidney belt)
Personal Equipment (fanny pack): (trail food & water, medication, map, rain gear, and
identification)
Emergency Kit (red stuff sack): (whistle, knife, dried high-energy food, parachute
cord, space blanket, fire starter, first-aid kit, garbage bag, shovel, and waterproof
matches)
Tool Kit (stuff sack): (wrenches, 2 spark plugs, master chain link, wire, duct tape,
locking pliers, screw drivers, flashlight, headlight bulb, tie-down strap/tow rope, tire
patch kit, and pump)
Duration: Approximately 20 minutes for individual activities, 60 - 90 minutes for all activities.
In Brief
Every time you head out on the trail, it is essential that you wear the SAFE SEVEN items of
protective clothing. You should carry the personal items you will need for the day, a tool kit,
and an emergency kit. Before you leave on a trip, make a safety PLAN. By being smart, safe,
and prepared students will be exercising good citizenship. Rescues from mountainous or desert
environments can be expensive to you and tax payers. By preparing before you go, you not
only protect yourself and decrease the likelihood of having an accident, but you also help to
decrease the need for costly rescues or the necessity of damaging land for survival. During this
lesson, students will participate in three activities, which will begin by demonstrating safety
gear: a helmet, eye protection, gloves, boots, long pants, and a long-sleeved shirt. Students will
then follow up by viewing the contents of the Personal Equipment Kit, Tool Kit, and
Emergency Kit and creating a safety plan.
Activities 3.1, 3.2, and 3.3
(Refer to activity descriptions on the following pages.)
Students should begin with Activity 3.1 and proceed through the activities.
33
Activity 3.1 - Safety Gear – Seven for Safety
Secondary Education Adaptation: When presenting this to higher grade levels, allow students to
look at gear prior to the activity. Then assign each student a piece of gear and have him/her tell what
he/she thinks is the importance of that item. Also have students tell what other activities might require
similar gear.
Step1:
Step 2:
Ask for a (small) volunteer to model the safety gear as you explain each item to
the group.
Wear seven items of safety gear for your protection and comfort. Safety gear
protects the body from hot engine parts and from branches or brush.
Seven Items of Safety
1. A HELMET is your most important piece of equipment.
Select an approved helmet that
fits snugly and can be securely fastened. Helmets protect the head in two ways:
a. Outer shell resists penetration and abrasion,
b. Inner shell absorbs shock by slowly collapsing under impact.
Full face helmets protect your face as well as your head. Open helmets are lighter and cooler
and should be used with mouth protection. Encourage the use of full face helmets.
Helmets must be approved by one of the following:
DOT=Department of Transportation
SNELL = Snell Memorial Foundation (most stringent), or
ANSI = American National Standards Institute.
Bicycle, football, hockey, or skateboard helmets are not acceptable for OHV riding. Think of
the speed you travel on a motorcycle or OHV compared to your speed while running in a
football game, riding a skateboard, etc. These helmets cannot withstand the impact that will
occur if a person falls off a moving motorcycle or other OHV.
OTHER ACTIVITIES: If you are mountain biking, an approved bike helmet should be worn.
2.
EYE PROTECTION should be worn with all helmets to protect eyes from branches,
rocks, dust, or bugs. Eye protection includes goggles or a face shield on your helmet.
Sunglasses are not proper eye protection and may shatter or fall off if impacted. Ski goggles are
acceptable OHV eye protection.
OTHER ACTIVITIES: For all other types of recreational activities including hiking,
mountain biking, horseback riding, etc, sunglasses are recommended to protect eyes from the
sun and other objects that may scratch or harm your eyes.
3. A LONG-SLEEVE SHIRT prevents scrapes, burns, bug bites and brush rubs.
OTHER ACTIVITIES: This is a good recommendation for all outdoor recreational activities.
34
4. PANTS prevent scrapes, burns, and brush rubs.
Although leather, denim, or corduroy
pants are fine, synthetic riding pants are the most durable and are available in many riding
shops.
OTHER ACTIVITIES: No matter what outdoor activity you are participating in, long pants
offer you the same protection.
5. GLOVES protect hands during a fall and also keep fingers warm.
Synthetic riding gloves
provide a better grip. Fingerless gloves are not suitable for OHV riding. Motorcycle gloves
are the best; they are curved for the most comfort and best grip.
OTHER ACTIVITIES: Gloves can also be a good idea when horseback riding as well as an
extra shock absorber when you are mountain biking.
6. BOOTS must go over the ankle.
Suitable boots may include over-the-ankle hiking boots;
however, the best, most comfortable, and safest boots are those that are specifically designed
for riding.
OTHER ACTIVITIES: Durable shoes or boots are a must for whatever outdoor recreational
activity you participate in. Make sure you choose shoes or boots that are sturdy and will
protect your ankle and be comfortable if you are hiking or biking.
7. BODY ARMOR (chest protector, kidney belt) is strongly recommended for both beginners
and experienced riders. Beginners take heed and remember that experienced riders have
learned the hard way to wear this additional safety gear for their own protection.
35
Activity 3.2 - Every Trip; Every Time - Carry the Following Items with
You:
Secondary Education Adaptation: Adapt this activity to higher grade levels by placing items out on
tables, and then allowing students to look through all the items. Then take the items away or put them
out of sight. Have students complete the worksheet for activity 3.3 prior to going through the items.
Then review the items and read the preparation scenarios.
Step1:
36
Remove each item from the designated kit as you discuss its importance.
1. PERSONAL ITEMS (in a fanny pack)
o trail food and water (at least 1 quart)
o rain gear
o medication (bee sting, asthma, diabetes, snake bite kit)
o identification
o travel map
2. EMERGENCY KIT (red stuff sack)
You only need to prepare this kit once. Replace parts as you use them. Keep it in a red
stuff sack on your machine at all times.
o fire starter and matches if you are lost, stay put and build a small fire to
stay warm.
o knife
o parachute cord or rope to make a tent shelter
o space blanket to make a tent shelter
o first-aid kit with instructions
o dried high-energy food
o whistle to alert someone if you are lost; it saves energy instead of yelling.
o garbage bag to wear as emergency rain gear, wind protection, or to retain
heat at night. Cut a place for your head along the side of the bag, NOT on
the bottom of the bag, so bag will fit over your head as a hood.
o shovel to dig a trench to limit fire travel; use helmet as a bucket to carry
water when fighting a fire.
3. TOOL KIT (small stuff sack)
You only need to prepare this kit once. Replace parts as you use them. Keep this kit in a
small stuff sack on machine at all times.
o wrenches
o 2 spark plugs
o master chain link
o wire
o duct tape
o locking pliers
o screw drivers
o flashlight
o headlight bulb
o tie-down strap/tow rope
o tire patch kit & pump
4. EDUCATION CERTIFICATE
If you are under 18 years old and plan to ride an OHV, you should take a safety training course or be
accompanied by an adult who has gone through the course. To register for a State Certified Safety Course
contact the following: For ATV riders call the ATV Safety Institute at (800) 887-2887; for Off-Highway
Motorcycle Riders call (877) 288-7093. ATV training is free to youth 16 and younger.
Activity 3.3 How Prepared Are You?
Step1:
Discuss the Safety Plan Overlay (pg. 81)
Make a Safety Plan Before You Leave
(please refer to overlay)
Prepare yourself and your equipment for the trip.
Make sure you have parental
supervision.
Let someone know where you're going and when you will return.
Adverse weather or fire conditions?
Never go out on the trail alone.
Step 2:
Step 3:
Step 4:
37
Check first.
Have students review all the gear displayed from Activity 3.2 and split the
students into 2 to 3 teams.
Remove the items displayed so they are no longer visible to the students. Have
each team complete the Planning Worksheet.
Then have the students or the teacher read the scenario cards. See if the teams
are prepared for the situation with what they have listed on the Planning
Worksheet. Discuss what would have helped them to have been better prepared.
If they are prepared with the appropriate items, compliment them for their
forethought. Remind them that each item is important and worth the time to
prepare and pack.
Activity 3.3
Planning Worksheet
List as many things as you think you will need for each of the
following kits:
Personal Items (fanny pack)
Emergency Kit (red stuff sack)
Tool Kit (small stuff sack)
Is there something you should leave with someone before going
on your trip? What is it?
Is there something you should check prior to going on your trip?
What is it?
List the number and names of the people who will be traveling in
your group.
38
Activity 3.3
Preparation Scenario Cards
Scenario:
You find out that the area you want to go
to is closed because of a fire that occurred
earlier in the year?
Consequence:
If you listed this as information you had checked on
prior to leaving you were prepared and made plans
to go to a different area. If you did not then you
have to turn around and come home, or hope that
other nearby areas are open, which wastes a lot of
time.
Scenario:
Your mother gets a phone call that you can
win a million dollars in a contest but in
order to claim your prize you have to call
back in two hours. You are on an ATV ride.
Consequence:
If you included on your sheet that you left
information on where you would be riding and
when you were going to return then you were
prepared. Since your mother knew where you were,
she was able to contact you, and you won a million
dollars
Scenario:
You and your friend decide to park your
motorcycles and go on a short hike; you
twist your ankle and need help to get back
to your bike.
Consequence:
Since you are riding with people from your team
you are all prepared. It is important to never ride
alone. You will always have help if you have
someone else along for the ride.
Scenario:
Your snowmobile breaks down on the trail
and you need a tow strap or rope so that
your friend can tow you to the trail head.
Consequence:
If you remembered this item, then you are able to
get to the trailhead and then home safely. If not,
you probably will have to wait a long time in the
cold to figure out what to do.
Scenario:
You and your friend are riding horses in
the mountains. It starts to rain. There are
not a lot of areas to take cover.
Consequence:
If you listed rain gear on your list then you were
prepared and able to stay dry until you could find
shelter. If not, then you are soaking wet and
miserable the rest of the day. Another good idea
would have been to check weather conditions prior
to leaving.
Scenario:
The trail you are on with your friend ends
up taking longer to hike than you had
expected; it is past lunchtime. Are you
prepared?
Consequence:
If you listed trail food or high-energy food on your
worksheet then you are prepared. It is always good
to carry extra food and water with you, just in case
something happens that you didn’t expect.
39
CHAPTER FOUR
Planning Ahead
Chapter Overview
Goal: Students will understand the basic trail safety concepts and the roles of government in
natural resource management.
Objectives: Students will learn basic trail safety for OHVs and other recreational activities,
including hand signals for OHV use. Students will interpret California Travel maps and
distinguish between closed and open areas to various modes of travel. Throughout the
activities, students will be presented with the various roles of government in managing natural
resources.
Materials Needed: (12) Travel Maps – 4 copies of three different maps, (4) Map overlays (pg.
97-100), Whose Role Is It? overlay (pg. 96), (2) Coming Attraction overlays (pg. 101, 102), an
Overhead Projector, Adventure Trail Pictures or overlays may be used(pg. 82-91), Sizing Up!
Overlay (pg. 92) and (3) ATV Sizing overlays (pg. 93-95).
Duration: 30 minutes – 1 hour
In Brief
Through the various activities provided in this chapter students will learn more about planning
ahead. They will begin by learning and distinguishing between basic trail safety concepts. If
the instructor has time, students can learn about choosing the right ATV to fit their size and
ability. Students will then review maps and learn skills to identify areas open to recreational
use. Students will finish this chapter by learning about the roles of government agencies in
managing and maintaining California’s natural resources.
Activity Overview
Review the following concepts with the students before starting the activities.
Trail Safety
a. Do not carry passengers. ATVs and motorcycles are designed for only one
person. Riding with more than one person per ATV or motorcycle is unsafe.
b. Ride the right OHV for your size and ability.
If your OHV fits you, you will not only be safe, but you will also be a better
rider. The ride will also be more enjoyable. Especially with ATVs, you should
be a good match not only in size but in strength. Your fit to your ATV will help
you control the machine better. (National 4-H Council Safety Tips for the ATV
Rider brochure).
c. Never go out on the trail without adult supervision (for kids under 18), or
without at least one other more experienced rider. The risks of accidents,
breakdowns, injuries, or weather changes are too great to ever be on the trail alone.
d. Take an OHV Safety Course. If you are under 18 years old and plan to ride an
OHV, you should take a safety training course. In these courses you will learn laws,
safety skills, and necessary safe riding habits. You will also learn about the OHV, so
you can conduct “pre-ride” safety checks. To register for a State Certified Safety
40
Course contact the following for ATV riders call the ATV Safety Institute at (800)
887-2887 for off-highway motorcycle riders call (877) 288-7093. ATV training is
free to youth 16 and younger.
e. Know where you are going and find out if there are any travel restrictions in the
area before you begin your trip.
f. Hand signals for OHV and Mt. Bike Use. Always signal with your LEFT hand
Activity 4.1 Play it Safe!
Secondary Education Adaptation: This activity works well for all age groups.
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
41
Have the Adventure Trail pictures placed around the room (overlays located on
pages 82-91). Form groups of 3-4 students, and assign each group a picture. Ask
the students to sit in front of the picture and decide which Safety Guideline is
demonstrated. This activity could also be accomplished by placing the
Adventure Trail overlay pictures up and having the entire group discuss the
picture and which guideline is demonstrated.
Each group is asked to tell the entire group what they should or shouldn’t do
when they are on the trail.
Discussion about each activity should focus on what could happen if you break
those guidelines. Place emphasis on how safety helps in having more fun and
enjoyment.
Next, have students sit in a circle. Demonstrate the hand signals for stopping,
turning left and turning right. Have the students show you the signals
following your demonstration. Then play the following game with the signals.
Each time you call out a signal Left, Right, or Stop each student in the group
must display the correct signal with the one you called. If they don’t they must
leave the circle. Go quickly and mix up the signals, even repeat the same signal
occasionally. Have the students who are out of the circle watch to see who gets
out next. Continue going until you have one person left. See how long they can
go until everyone has been eliminated from the circle.
Activity 4.2 Sizing Up! (Optional activity)
Secondary Education Adaptation: This activity works the best with older grade levels. Especially
grades 6-12, although it could be presented to all grades.
Step 1:
The following guidelines can be discussed regarding sizing and ability for riding
OHVs. Put the Sizing Up! Overlay (pg. 92) up as you review each section.
Step 2:
If possible, have an ATV on hand to show as you demonstrate. Have a volunteer
get on the ATV and show the ways to determine which vehicle is the correct
size.
Step 3:
If an ATV is not available, use the ATV sizing overlays (pg. 93-95) to show
proper sizing of an ATV.
(All sizing information is taken from the 4-H ATV Adventures! Safe Riding Tips brochure)
The ATV Safety Institute Recommends:
Age
6 and older
12 and older
16 and older
42
Engine Size
to 70 ccs
to 90 ccs
90 ccs and up
Activity 4.2
Sizing Up! Chart
Area of Focus
Guideline Description
Clearance between ATV seat
and inseam while standing on
footrests
A 3 to 6 inch clearance between ATV
seat and inseam while standing on
footrests.
Upper Legs
Foot Length
Grip Reach
Throttle Reach
Brake Reach
43
Reasoning
The rider is better able to
stand up and absorb shocks
through legs when riding on
rough terrain. Keeps the seat
from hitting the rider and
throwing him/her over the
handlebars. Can help to
improve visibility.
Upper portion of leg, from about the top Better control.
of the knee to the hip, should be about
horizontal.
With the heel of your right boot locked Helps the rider to operate
against the footrest or in the proper brakes consistently without
position on the running board, the toe of hesitation.
your boot should be able to depress the
foot brake with a simple downward
rotation of the foot.
The same rule applies to the left side,
where the gearshift is located.
In the normal seated position with your Steering will be easier and can
hands on the handlebars, your elbows help to keep the rider in
should have a distinct angle between the balance.
upper arm and your forearm. If your
elbows are locked straight, you will not
be able to turn the handle bars. If your
elbows are at less than right angles, you
are too large for the ATV.
With your right hand in the normal Increased control of speed and
operating position, check to see if your handling.
thumb can easily operate the throttle.
Turn the handlebars to both the extreme
left and right positions; check again for
any interference with easy operation.
With your hand in the normal operating Proper sizing increases a
position and your fingers straight out, rider’s ability to stop quickly in
check to see if the first joint (from the tip) an emergency situation.
of your middle finger extends beyond the
brake lever. If it does not, your hand is
too small to effectively grasp the lever in
an emergency. Make sure your thumb
can reach the engine stop switch.
Activity 4.3 Know Before You Go!
Secondary Education Adaptation: This activity works well for all age levels, including upper level
grades.
Step 1:
Step 2:
Step 3:
Begin by separating students into 3-4 groups. Hand out the maps and have each
group open them.
Have students identify key landmarks in California.
Put up the Whose Role is it Anyway? overlays (pg. 96). Review with the
students the roles of each agency.
Each management agency listed has various roles as to the land they
manage. They have been created for different purposes, and although they all manage
Step 4:
Step 5:
Step 6:
Step 6a:
Step 6b:
44
natural resources, they have different roles for each area they manage.
Continue by having the students look for areas on the map that are managed by
different agencies.
As you review the map emphasize the following points.
Each map is different so read each map before a trip to know the color
designation for each land ownership type. On most maps, the different
colored areas reflect different property ownership and can denote different
travel restrictions in specific areas. Generally speaking, Green areas
indicate US Forest Service land; different shades of green can also indicate
different travel restrictions. Blue or purple areas often represent Statemanaged land. Bureau of Land Management area are generally yellow or
orange. National Park Service areas are often purple. These lands are
referred to as PUBLIC LANDS because they are not privately owned but
managed by public agencies for all people. It is important to review the
legend on each map to determine the various color designations for land
management agencies.
Next, place Map overlay #1 (pg. 97) on the projector and discuss the following
points.
Trails and roads are coded to indicate when they are open and what type of
travel restrictions are in place. Various symbols indicate trails open to
specific modes of travel. Different colors can indicate different managing
agencies.
Place Map overlay #2 (pg. 98) on the projector and discuss the following points.
Some trails may be closed in the winter, to protect winter range. Other
trails may be closed only during the spring months to protect habitats or
to eliminate trail and meadow damage when areas are wet. It is the user's
responsibility to know and follow designated travel restrictions. All maps
are set up differently and will have different legends indicating what you
might find in that area.
Place Map overlay #3 (pg. 99) on the projector and discuss the following points.
Wilderness Areas are special areas where motorized and mechanized
(bicycle) travel is prohibited year round. At no time may you take an OHV
into such areas.
Step 6c:
Step 7:
Step 8:
Step 9:
45
Place Map overlay #4 (pg. 100) on the projector and discuss the following
points.
Most maps show signs that might be present on trails in the area.
Understanding what those signs mean prior to heading out on the trail can
be helpful in knowing what you can do and where you can go.
Bureau of Land Management, U.S. Forest Service, State Parks, and Travel
Maps may be obtained at your local Bureau of Land Management, U.S.
Forest Service and California State Parks offices or at many sporting good
stores and OHV dealerships. It is important for all recreationists to keep a
map with them and to learn about the areas that are open and closed to their
mode of travel.
With students still in their groups ask them to try and locate the following areas
on the maps? Remember not all maps contain this information. If your maps do not
contain this information have them look for trails that are for one particular type of use
only.
o An area that is open year round to OHVs
o An area that prohibits OHVs year round
o An area that is closed to OHVs in the winter
o An area that is closed to OHVs in the spring or during certain months of
the year
o Ask students to identify when and why these areas are closed
Take turns having groups share what they found with the rest of the class.
While the students are still in their small groups, ask them to try and identify
the following areas and whose role it is to manage them?
o An area that is managed by the Bureau of Land Management
o An area that is managed by the Forest Service
o An area that is managed by California State Parks
o An area managed by the National Park Service
o A privately owned area or Native American Reservation
o An area that is managed by at least two of the state or federal agencies
o Ask each group to represent one of the agencies listed on the map and
have them tell what their role is
o Have students identify which agencies manage some of the key
landmarks in California which were identified earlier
o Have students identify areas where wildlife habitat may be segmented
due to roads, cities, or other urban dwellings? Have students discuss
how they think urban sprawl impacts wildlife.
Activity 4.4 Coming Attraction
Secondary Education Adaptation: This activity works well for older grade levels. To adapt it, ask
students to split into 3-4 groups. Assign each group to be in charge of the budget for a particular land
management agency. Tell them they have $1 million s to spend on their resource area. Have them list
what type of things they would need to consider. Items could include: maintenance and upkeep, signage
and mapping, volunteers, staff, education, outreach, marketing and fire maintenance. Then discuss that
the money for most land management agencies comes from taxes and some user recreational fees. Explain
that usually the budget does not match with all of the things that need to be accomplished on public lands.
Show overlays and discuss.
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Step 5a:
Step 6:
46
Begin by asking the students some of the places they enjoy visiting in California.
List those for the entire class. Have them try to find these locations on a Map of
California.
Ask students if they think only California residents enjoy going to those
locations. Ask students to identify some reasons why people might come to
these locations and list on the board.
Example: California recreational spots such as Yosemite National Park are well
known and traveled to by many tourists.
Show students the tourism numbers on both of the Coming Attraction overlays
(pg. 101,102). Then talk to students about how recreation brings in money.
Ask students if they think that recreation and tourism has contributed to growth
in California
How do they think it has contributed?
Have students list areas they believe have benefited from recreation and tourism.
Give each student a piece of paper. Instruct students to draw or write about a
place in California they would go for Outdoor Recreation and what they would
do if they had $1,000 dollars to spend. Then have each student tell about
his/her activity and why he/she would want to participate in the activity.
CHAPTER FIVE
You On the Trail: Trail Etiquette
Chapter Overview
Goal: Develop an appreciation for and understanding of proper trail etiquette, and understand
that part of good citizenship is being respectful to others.
Objectives: Students will role model interactions of different trail users, participate in small
groups, make decisions as to how they should respond on the trail, while being spontaneous,
creative, and courteous.
Materials Needed: 4 stick horses, 4 bicycle handlebars, 4 backpacks, Yield the Right of Way
overlay (pg. 103).
Duration: 45 minutes
In Brief
Students will review basic information on trail etiquette. Following the review, students will
be asked to volunteer to role play different recreationists. They will then be given various real
life trail scenarios and asked what they should do. Discussion regarding proper trail etiquette
will follow.
Activity 5.1 Multiple Use Trails – Citizenship in Action
Secondary Education Adaptation: This activity is a fun interactive activity for all age levels. For
older grade levels it may be necessary to assign each recreational group to role play only, instead of using
props.
Step 1:
Review the following information with the students. Emphasize the importance
of getting along and being courteous to other trail users.
Today's OHV rider shares the trail with numerous other recreationists horseback and
mountain bike riders, hikers, and hunters. Each user group has a different perspective about
the backcountry, and each group values their own means of transportation. The importance of
common courtesy and knowledge of trail etiquette cannot be understated. Developing and
maintaining recreational opportunities includes getting along with private landowners,
public land managers, and people you meet on the trail. Any group that recreates will not
be on the trail long if they cannot be considerate of and respectful towards others.
Noise from OHVs deserves special attention. Loudness does not equal power. Modifying
your exhaust system to create more noise does not increase power. In fact, a lack of exhaust
back-pressure can mean even less power and can even cause engine damage. More importantly,
noise can disrupt the experience for most non-OHV riders. Remember, many people use trails
to relax and enjoy the quiet sounds of nature. OHV noise can carry for miles and often masks
the sounds of animals in the forests. OHV noise can also scare stock and pack animals on the
trail, thus offending and often times endangering their riders.
47
To reduce your impact, always keep your machine tuned and running as smoothly and quietly
as possible. Travel as quietly as possible along trails. Avoid revving your engine or riding at
excessive speed you don’t know who or what is around the next corner!
When you meet other recreationists on the trail, they will judge all riders by what you
do. Are you making and leaving a good impression?
Here's how to make friends on the trail:
Use Yield the Right Way overlay (pg. 103) to help students remember who yields to whom.
For all trail users:
o Always be courteous and friendly. Say hello, or offer another appropriate
greeting to other users. Don't be offended if "hello" isn't returned. In some
cases, another user may not hear your greeting or have time to return it.
o In general, downhill traffic always yields to uphill traffic. This is because
uphill traffic may have a difficult time getting started again once stopped.
o Announce intentions before passing.
o Use hand signals to declare driving intentions to others.
Meeting OHVers from behind:
o Follow at a safe distance until they reach the next suitable place to pass,
which allows time to let the OHVers know you are behind them.
o Pass slowly (less than 15 mph) and safely.
Meeting OHVers head on:
o Slow down considerably and find a suitable place to pull over and stop.
o Downhill users must yield to uphill users.
Meeting Hikers:
o Approach slowly, pull over, stop, or proceed very slowly. Hikers will usually
have heard you coming and will step off the trail.
o If you want to talk to hikers, remove your helmet only after stopping your
vehicle. Helmets act as masks and intimidate others. It will also be easier for
you to hear what they're saying.
o Keep your speed low and steady (less than 15 mph) when you pass hikers
o One slip of the throttle can leave a shower of dust and gravel and an enemy
behind you.
o When passing hikers, approach slowly until they know you're there and then
proceed slowly.
Meeting Equestrians (horses, pack animals such as mules, llamas, etc., and their riders)
o Horses and other animals have the right of way.
o Approach slowly, pull over (on the downhill side if possible), and turn off
your engine.
o Slowly remove your helmet and talk in a normal, calm voice. This allows
animals to recognize you as a human and calms them.
o Ask the lead horse rider what you should do or how you can assist.
o Avoid sudden movements.
o Wait until horses have long passed, then quietly start your engine and
slowly continue your ride.
48
Step 2:
Step 3:
Step 4:
Step 5:
Step 6:
49
Ask for volunteers to role model different trail users.
Pass out the appropriate props to the trail users: horse rider with the stick horse,
the hiker with the backpack, and the OHVer with the handlebars.
Determine one side of the room as uphill and one side of the room as downhill.
Review each of the trail interactions from above and have the students
demonstrate as you explain each interaction. Emphasize being courteous to each
user and saying: “hello,” “have a nice day,” waving, or other friendly greetings
during each interaction.
Divide the students into groups of 2 and have them role play different trail
interactions. Always have the students provide a friendly greeting to other trail
users.
Scenarios to practice as time allows:
A. OHVer meets hiker from behind.
B. Horse rider meets OHVer head on.
C. OHVer meets OHVer
D. OHVer meets horse rider from behind.
E. Hiker meets OHVer head on.
F. OHVer sees a Desert Tortoise on the trail ahead. Knowing that this is an
endangered species what should you do.
When finished, ask if there are any questions and re-emphasize the need to be
courteous to other trail users and to wildlife.
CHAPTER SIX
Understanding Land Ethics:
Protecting the Ground You’re On
Chapter Overview
Goal: Students will understand the concept of land ethics and their responsibility to being
good citizens to the land.
Objectives: Students will define and discuss the term “land ethic,” and begin to understand
how values contribute to our ethics. Students will also discuss specific situations and behaviors
that demonstrate ethics, answer questions about land ethics and trail use during a Land Ethic
Jeopardy game, and work cooperatively with teammates.
Materials Needed: Overhead projector and Ethic overlay (pg. 104), Values Game cards
(Appendix C pages 149-157), Land Ethic Jeopardy overlay (pg. 105), cover squares, large flipchart for Land Ethic Jeopardy score pad, permanent marker, erasable markers for overlays,
Myth Busting Cards (Appendix B pages 141-148) (one set has the answers on the back, the other
set does not.)
Duration:
45 minutes for Ethic discussion and Myth Busting activity
45 minutes for Land Ethic Jeopardy activity
In Brief
Learning about ethical behavior is a critical part of protecting the land for future use.
Throughout the activities in Chapter Six, students will learn what an ethic is and the myths
and facts of putting ethics into action. Students will then put their knowledge to the test as
they compete in teams for Land Ethic Jeopardy.
Activity 6.1 What is an Ethic? The Values Game
Secondary Education Adaptation: This activity is appropriate for all grade levels.
Step 1:
Begin by asking the students what they think an “ethic” is. Use the “Ethic”
overlay (pg. 104) to read to the students and discuss.
An ETHIC
An ethic is a body of moral principles or values associated with a particular culture or group. Ethical
pertains to what is right or wrong in conduct and ethics are rules of conduct recognized in respect to a
particular group or culture. (Beyond Fair Chase, by Jim Posewitz, 1994)
Ethics apply to all aspects of our lives, including our environment, even as recreationists using
the land for enjoyment. This is called a “land ethic.”
Step 2:
50
Get out the Values Game cards (Appendix C on pages 149-157). Have all students
stand together in one location of the room. The teacher will then instruct
students regarding the games rules.
The teacher will hold up the cards, one in each hand.
The students are to decide which item or topic they value more and to
stand on the side the teacher is holding the card on. For example: The
teacher is holding the word Cat on the right and the word Dog on the
left. If the student prefers dogs he/she should stand on the left side of
the room.
 Once all the students have moved to the side for the topic they value
most, the instructor asks one student from each side to tell why they
value that item. The other group upon hearing the reply is to say
together “Isn’t that interesting.” Then the other group in turn repeats
why they value that item and the first group replies together, “Isn’t that
interesting”.
 This activity should proceed in the same manner until the sets of cards
are completed.
Next, the instructor should discuss with students that we base our actions upon
our values. The instructor could then refer to the ethic definition and have
students briefly discuss what actions they would associate with caring for a
certain item they value.
Discuss the following examples with students and the land ethics associated with
each example.
Example:
On a picnic in a park, a behavior that indicates a land ethic would be picking up all the
litter around the area and properly disposing of it. A behavior that would indicate lack
of a land ethic would be throwing plates, cups, and silverware onto the ground before
leaving the park.
For OHV riding, a land ethic is also applicable. Ethical OHV riders
respect the land they ride on, and minimize their impact to wildlife, trails,
and fragile areas like meadows and wetlands.
Example:
An OHV rider is on a designated trail and arrives at an open meadow area. An
example of a positive land ethic would be to stay on the right trail. To drive through the
middle of the meadow and off the trail would be an indication of a lack of land ethics.
The instructor should also discuss with students that as they begin to learn
about others values we should be respectful of them, thus our use of the phrase,
“Isn’t that interesting.” Students could then discuss other ways to show respect
for the perspectives of others.


Step 2a.
Step 2b:
Step 2c:
Activity 6.2 Myth Busting
Step 1:
Step 2:
Step 3:
51
Hand out 12 Myth Busting Cards. (Appendix B pages 141-148)
Ask the students to put the card face down in front of them.
Ask one student to read his/her card and tell whether he/she thinks the
information on the card is a fact or a myth. After the reader has read his/her
Step 4:
card aloud and made a decision, ask the group for discussion. Do they agree?
Disagree?
Encourage discussion.
Instructor’s Note: There are two sets of Myth Busting Cards one set has the answers on the back side
of each card. If you are short on time, simply read or have a student read each Myth Busting Card to the
class and ask the class to respond. During each follow-up discussion, emphasize the concepts and words
that are underlined since these concepts are important for the follow-up Land Ethic Jeopardy activity.
52
Activity 6.2
Myth Busting
Questions
1. Chasing or harassing wildlife and other animals from your OHV is okay if it is not
during hunting season.
MYTH
Chasing big game from your OHV is illegal at all times. If you use your OHV during hunting season,
use it only to reach the area where you want to hunt. Never hunt animals from your OHV. While
chasing other animals may not be illegal it is unethical.
Big game congregate in area called winter range during the cold winter months. These animals are
often highly stressed in the winter due to cold temperatures and low quality of feed. Often times, winter
range areas are closed to OHV riders to protect such animals. Respect trail closures on winter range that
are intended to protect wildlife and their habitat.
Calving grounds are areas where big game have their young in the spring. During this time, the
animals are stressed and vulnerable to predators. Trails near calving grounds may be closed in the
spring to protect the animals. Respect the temporary trail closures to maintain Security Habitat for
wildlife and their young.
2. OHV use does not bother birds.
MYTH
Ground nesting birds may be highly affected by OHVs if people ride near their nesting areas. OHVs may
directly destroy the nests or stress the parent birds so they abandon their nests.
Special nesting areas are called nesting grounds and they deserve protection. Often times, trails are
closed near nesting grounds in the spring when the birds are nesting and raising young. Respect the
seasonal trail closures that protect valuable nesting grounds.
3. If you are riding and see an elk, keep your engine running quietly. Stay on the trail,
and slowly ride away from the animal.
FACT
Stopping your OHV and getting off your vehicles stresses animals and usually chases them away from
you. If an animal changes behavior when you appear, you are too close and need to move away. Keep
your machine running quietly and smoothly. Always ride slowly away from wildlife.
53
4. You can ride OHVs anywhere on public land.
MYTH
During certain times of the year, trails may be closed to protect the land or special wildlife habitats, such
as winter range, calving areas, or nesting grounds. Before leaving on a ride, review a travel
map to see if there are any travel restrictions on the trails you intend to use.
Wilderness Areas are special primitive areas where motorized vehicles are not permitted. Respect
Wilderness Areas that require foot or horse travel only.
5. Riding close to streams and rivers requires special precautions.
FACT
The green ribbons of vegetation found along the edges of streams, rivers, and lakes are called riparian
areas. These areas stabilize the stream banks, filter sediment to protect the water quality, and
provide food and shelter for fish and wildlife.
Riparian areas are fragile and can be destroyed easily. Excessive use can result in loss of vegetation and
increased erosion, which causes sediment to move into the water and reduces water quality. Protect
riparian areas by avoiding them when possible and by staying on designated trails. If you can't bypass
the area, go easy. Don't roost (excessively spin) your tires and make sure to cross streams only at
designated crossing sites.
6. Removing the spark arrester from your OHV makes it go faster.
MYTH
Spark arresters do not affect speed. However, they do prevent sparks from coming off an OHV and can
help to reduce the risk of starting a fire from sparks. Never remove a spark arrester they are legally
required on public land.
7. Trails are most fragile in the springtime.
FACT
Trails are wet and boggy in the spring because of snowmelt and rain. Depending on the elevation, trails
can remain wet through early summer. When trails are wet they are very susceptible to erosion or soil
loss. Trails become gullies and channel water, which then causes more erosion. Riding OHVs, hiking,
mountain biking or riding horses in wet meadows causes deep ruts, long-term damage, and scars on the
landscape. Also, water bars in the trail are more easily dislodged when trails are wet. Water bars
divert water off the trail always leave them in place. Autumn is another time that trails may
be fragile and erode easily. Do not ride your OHV on wet or muddy trails. Respect temporary spring
and autumn trail closures to protect the land. Failing to heed temporary trail closures may lead to
permanent trail closures. Check with your local land management agency for trail conditions and
closure information.
54
8. You don't have to ask permission to travel on private land.
MYTH
Always ask permission to travel on private land, even if you know the landowner. Landowners will
usually post signs to designate No Trespassing restrictions.
9. Leaving gates as you found them is important to public land agencies and landowners.
FACT
If you come to a closed gate, make sure to close it immediately after you pass through. Never leave a gate
open, even for a minute, if it was closed when you arrived. Closing gates is important to public agencies
and landowners in order to keep livestock in pastures. To protect your right to recreate, always leave
gates as you found them.
10. Riding up and down a stream bank causes erosion and damages life in the stream.
FACT
Try to minimize your impact on stream banks. Don't ride parallel to stream banks and in stream
channels. If you have to cross a stream, ride straight across the stream at a location with the least amount
of grade. Whenever possible, use constructed crossings such as bridges and fords. All wet areas are
sensitive to erosion, soil displacement (ruts), and compaction. Avoid riding through marshes,
wet meadows, or on stream banks and lakeshores. Be a good neighbor and citizen and take care of the
land and water!
11. OHVs and other recreationists can spread the seeds of noxious weeds.
FACT
Noxious weeds are a real problem for land managers and private land owners. Noxious weeds make
it so native plants cannot survive, which can be harmful to wildlife and animals that depend on native
plants to live. People, animals, and vehicles spread noxious weeds.. You can help to prevent the spread of
noxious weeds by cleaning off your vehicle and clothing before and after you go out on the trail.
12. Endangered Species are not protected by law so you can do whatever you want to
them.
MYTH
Endangered Species are protected by law. The Endangered Species Act was established in 1973 and
is intended to provide a way to help conserve the habitats of endangered and threatened species and
provide programs for those species so as to prevent extinction.
You can learn to identify plants and animals that are endangered or threatened by contacting your local
land management agencies. Then be careful to watch out for them when you are on the trail, or in
certain instances stay out of areas where their habitat may be in danger.
55
Activity 6.3 Land Ethic Jeopardy
It is important to conduct the Myth Busting activity before you play Land Ethic Jeopardy with
the students, so students will have enough information to answer the questions.
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Step 6:
Step 7:
Step 8:
Step 9:
Divide your students into 3 teams. Students will take turns being the
“contestant.” The contestants are given the answer and must provide the
question. Contestants must answer with “Who is…” or “What is….”
Example:
The game show host might say, "This part of an OHV is round and black.”
The contestant would reply, “What is a tire?”
Put the Land Ethic Jeopardy overlay (pg. 105) on the overhead and have cover
squares ready.
Randomly select a team to go first. The first contestant of team one will choose
a category and amount.
Example:
“I’d like 'Habitats' for 100 please.”
The instructor will read the question for the associated category. (Questions
included on pages 57 through 59)
The first contestant to raise his/her hand will be selected to answer. If the first
contestant answers incorrectly, the same question will go to the next person
whose hand was raised. This process continues until the question is answered
correctly. A bell or buzzer for each team may also be used.
The first contestant to answer the question correctly is awarded the points on
the flip chart or on the board. If none of the contestants know the answer,
review the answer with the group.
The first “set” of participants moves to the back of the line and new team
members come forward to answer a new question. No penalty is given for
incorrect answers. Use the cover squares to cover the points already chosen.
When all of the questions have been asked, move on to the “Final Round.”
For the “Final Round” read all the instructions to the students prior to
beginning.
Step 9a.:
Step 9b:
Step 9c:
56
Hand out a piece of paper and a pen to each team.
The instructor can either choose out of the three provided categories or
give each team a separate question. Give the teams the name of the
category they will be discussing. Have the teams discuss how many of
their points they want to wager on the category. They may not use more
points than they accrued. Write the wagered amount next to the team’s
number.
Ask the question for the category. Give each team one minute to discuss
and decide on an answer. If they answer correctly, award them the
number of points they wagered. If they answer incorrectly, deduct their
wager from their total score. The team with the most points at the end
of the “Final Round” is the winner.
Activity 6.3
Land Ethic Jeopardy
Questions and Answers
WILDLIFE
Questions
100
200
300
400
500
Answers
100
200
300
400
500
Respect temporary trail closures to protect this special bird habitat.
This is the season when many game animals are most stressed and should be left
alone.
This act was established in 1973 and is intended to help conserve habitats and
species from extinction.
When you see wildlife, stay seated and keep your machine moving slowly, in this
direction.
This is the most accurate sign given by an animal that you are TOO close and
need to back-off quietly.
What are nesting grounds?
What is winter?
What is the Endangered Species Act?
What is “away” from the wildlife?
What are changes in behavior or it runs away?
WATER
Questions
100
200
300
400
500
Answers
100
200
300
400
500
57
These areas are very sensitive to damage and erosion and you should not ride
through them on your OHV.
Never remove these logs or rubber strips across the trail that diverts water off
the trail. These structures prevent the trail from becoming a gully.
Riding your OHV along the edge of a stream will damage the vegetation and
result in erosion of this important part of the stream.
Respect seasonal trail closures during wet springs to prevent this on the trails.
This type of off-trail-riding up and down steep slopes-often causes scars on the
land and deep gullies with spring rains and is not an ethical practice.
What are wet areas, riparian areas, marshes, lakeshore, wet meadows, or stream
banks?
What are water bars?
What are stream banks?
What is erosion?
What is hill climbing?
TRAILS
Questions
100
200
500
Many non-motorized trail users get annoyed with OHVs because of this.
Seasonal trail closures help to protect important habitat for this during winter
and spring months.
When talking to others on the trail, always do this so you are not intimidating
to them, so that you can hear them better.
OHV riders always yield, pull over, and shut off motors when meeting this trail
user.
Motorized vehicles and bicycles are always prohibited in these special areas.
100
200
300
400
500
What is noise?
What is wildlife?
What is to remove your helmet?
What is a stock animal, horse, llama, or mule?
What are wilderness areas?
300
400
Answers
SEASONS
Questions
100
200
500
During wet seasons, trails are often temporarily closed to prevent this.
During this season, obeying seasonal trail closures helps to protect elk calving
grounds or bird nesting areas.
Other than spring, this is California’s “other” season when trails may be closed
to prevent erosion.
During dry seasons, forest fires are a big concern. Never remove this on your
OHV. It is required on all OHVs to prevent sparks that may cause fires.
If you don't respect seasonal trail closures, this is what will likely result.
100
200
300
400
500
What is erosion?
What is spring?
What is fall or autumn?
What are spark arresters?
What are permanent trail closures?
300
400
Answers
OTHER
Questions
100
200
300
400
500
58
One thing you need to do before riding on private land.
Something that you should never leave behind on the ground.
This will help you know where you are going and what travel restrictions are in
the area.
It's very important that after you pass through one of these you leave it exactly
like you found it.
You should wash off your clothing and equipment before and after each trip to
avoid the spread of these.
Answers
100
200
300
400
500
What is to ask permission?
What is litter?
What is a travel map?
What is a gate?
What are noxious weeds?
Land Ethic Jeopardy
“Final Round”
Instructor's Choice of Category and Question
Category:
Question:
environment
Answer:
Land Ethics
Pertains to conduct that is right or wrong with regard to the
Category:
Question:
Habitat
These areas are needed to protect wildlife during winter months for
food and shelter and during the spring when wildlife have their
young.
What is a security habitat?
Answer:
Category:
Question:
Answer:
Category:
Question:
Answer:
59
What is a land ethic?
Wetlands
Ethical recreationists should avoid soggy trails to protect plants
and avoid this loss of soil.
What is erosion?
Wildlife
You can contact these to identify seasonal closures as well as plants
and animals that are endangered or threatened.
What is a land management agency?
CHAPTER SEVEN
Dilemmas and Decisions
Chapter Overview
Goal: Students will learn how to make ethical and responsible decisions regarding
recreational use in various situations.
Objectives: Students will evaluate correct decisions for each dilemma and decide what
they should do in each situation, then communicate their answers to the entire group.
Materials Needed: Overhead projector, “Dilemma" overlays (pg. 106-110), “On the
Right Trail” video or DVD, DVD or video player and TV.
Duration: 45 minutes
In Brief
Through this activity students will have the opportunity to learn basic principles of
ethical and responsible land use. Following the review of ethical principles, students
will have the opportunity to test their understanding when they are presented with real
life situations and are able to answer what they should do in any given circumstance.
Through this activity students will learn how to be responsible and ethical citizens
regarding proper land use in the state of California.
Activity 7.1 – Dilemmas and Decisions
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Step 6:
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Review the basic principles of ethical and responsible OHV use by
showing the “On the Right Trail” video or DVD.
Briefly discuss the principles with the group. You can also use Chapter
One and the associated activities, prior to Chapter Seven activities, if you
have the time.
Proceed with Activity 7.1 following the review.
Place Dilemma overlay (pg. 106-110) on the projector. Cover up all other
dilemmas and answers on the page except Dilemma #1 with another
piece of paper.
Read Dilemma #1 aloud to the students. The instructor may ask the
students to write down the answers individually, or simply have students
raise their hands to answer. If the latter method is selected, make sure
that everyone has a chance to answer a question.
Read the correct answer to the students after each dilemma. Ask if there
are any questions or comments after each dilemma.
Activity 7.1
Dilemmas Sheet
1. You and your friend Jeremy asked permission to ride OHVs on your neighbor's
pasture, which passes through public land. You have ridden there before and are
familiar with the land. You come to a closed gate. Jeremy says, "Let's leave it open,
we'll be back this way in an hour." You know your neighbor raises cattle but you don't
see any nearby. What should you do?
Always leave gates and fences as you found them. Landowners use publicly used fences and gates
separate animals and pastures. Respect the landowners’ property so that you may continue to ride
there in the future. You may expect to return soon; however, if an unexpected delay (breakdown
or different return route) occurs, an open gate could allow cattle to escape.
2. While traveling along a mountain trail you and your friends spot three elk in a
clearing. Jim wants to get closer for a better look. Cindy wants to stop and take a
picture. The elk do not see you. What should you do?
If your are on OHVs stay seated on your machines. For all recreational activities it is important
to stay on the trail and observe animals from a distance. Use binoculars or cameras with zoom
lenses for a closer look. If the animal moves or changes what it is doing as a result of your
presence, then you are too close and should leave the area with as little noise as possible.
3. You and your friend Brittany are tuning up your motorcycles. Brittany takes the
muffler off her machine and after a ride around the yard, says, "I think I'll keep the
muffler off, it feels like it has more power, and I like how it sounds." She wants you to
take the muffler off your machine. What should you do?
Noise doesn't equal horsepower. In fact, too little exhaust back pressure can mean less power and
can cause engine damage. Mufflers are required by law. Do not take off your muffler. A loud
motor often offends other trail users. Mufflers also act as a spark arrester to prevent fires.
4. You and three other friends are traveling a new trail on Bureau of Land Management
(BLM) property. You see a meadow you would like to explore, but the trail doesn't go
that way. What should your group do?
Stay on the right trail! Although areas may not be closed to use, going off the trail can lead to a
new trail being established in a sensitive area such as a wetland or a steep hill with fragile soil.
When trails become established in sensitive areas they can cause resource damage, such as erosion,
which could lead to areas being closed to future recreational use. Perhaps a walk around the
edge of the meadow would stretch your legs and satisfy your curiosity.
61
5. You and Chris take your motorcycles to a Forest Service Trailhead. The trailhead
sign says that the area is closed to motorized vehicles until July 1. The date today is
June 29. What should you do?
Most areas that are closed for a certain time during the year are closed due to wet trails or
wildlife concerns. Respect closures and return when the area is open. Riding on closed trails can
lead to permanently closed trails to OHV use.
6. You are out for a ride one day and are looking for elk in a distant meadow. You turn
a corner and suddenly find yourself face to face with a group of four horse riders. The
horses are scared and backing up quickly, apparently out of control. What should you
do?
Pull over immediately and shut off your engine. If possible, pull over on the downhill side.
Slowly take your helmet off and begin talking in a calm, gentle voice. Do not make any sudden
moves. Once the horses have calmed, talk to the riders. Apologize and assist the rider as
necessary. Do not start your engine again until the horses have long passed you.
7. You and your friend are riding OHVs up a steep trail and hear other OHVers on
their way down the trail. What should you do?
Slow down and proceed with caution. In this case, you, the uphill driver, have the right of way.
The downhill riders should pull over and let you pass.
8. You and your neighbors are going on an OHV trip. Your friend tells you that they
do not know how to operate an OHV. What should you do?
Encourage your friend to take an OHV safety course. If you are under 18 years old and plan to
ride an OHV, you should take a safety training course. In this course you will learn laws, safety
skills, and necessary safe riding habits. You will also learn about the OHV, so you can conduct
“pre-ride” safety checks. To register for a State Certified Safety Course contact the following for
ATV riders call the ATV Safety Institute at (800) 887-2887, and for off-highway motorcycle
riders call (877) 288-7093. ATV training is free to youth 16 and younger. Statistics show that
your chances for a serious accident decreases with proper training.
9. You and a friend are riding your mountain bikes on a trail and come upon a desert
tortoise. You realize that it is an endangered species. What should you do?
Avoid contact with the animal and make sure to give provide plenty of room for the animal to
feel safe. Identify the location you are at and mark it on a map or with a GPS unit. Then upon
your return to the trailhead, contact the land managers and inform them that you saw the tortoise
and where it was located.
62
10. You head out on a trail with your friends for the day. You get back pretty late in the
day. You remember that you heard somewhere that to avoid the spread of noxious
weeds you should wash your bike down. It is getting late and you have a party to go to.
What should you do?
Washing off your OHV and all other equipment following a ride will help to prevent the spread
of noxious weeds. By cleaning immediately after recreating you won’t be as likely to take a dirty
bike or other equipment back out on the trail the next time you go.
Remember that noxious weeds are spread by anything that moves. So no matter what your
recreational activity, clean off your equipment and notify local land management agencies if you
see an infestation of noxious weeds.
63
CHAPTER EIGHT
Minimizing Impacts to Wildlife and Habitat
Chapter Overview
Goal: Provide students with an understanding of ways to minimize their impact on
wildlife and their habitat.
Objectives: Students will develop a basic understanding of noxious weeds, threatened,
and endangered species and the importance of student behavior in conserving habitat.
Materials Needed: Noxious Weed and Threatened and Endangered Species overlays
(pgs. 111-125), Noxious Weeds Impact Cards, Maps for each group and Threatened and
Endangered Species Dilemma Worksheet
In Brief
Students will review the overlays and information on noxious weeds threatened,
endangered and sensitive species. Students will then be provided with opportunities to
role play and work on decision making skills associated with behavior choices that could
possibly affect habitat for wildlife and threatened and endangered species.
Activity 8.1 Weeds, Weeds Everywhere
Secondary Education Adaptation: This activity is appropriate for all grade levels but may
be easier to conduct with grade levels 5-12.
Review the entire activity prior to starting
Step 1:
Show the overlays of noxious weeds.
Step1a:
Discuss what each overlay means with students:
Overlay #1 What is a Noxious Weed? (pg. 111)
A weed is a plant that interferes with the management objectives of a given area
of land. (Impacts of Noxious Weeds on the Ecology and Economy of Montana).
A noxious weed is a weed that society has declared as having a legal
responsibility to manage because of its negative impacts.
Overlay #2 How are they harmful? (pg. 112)
 Displace native plants
 Displace threatened and endangered species
 Decrease wildlife habitat
 Reduce recreational value and use
 Reduce forage production for livestock and crop production
 Increase soil erosion and stream sedimentation.
 Alter the function of riparian zones
Overlay #3 The Spread of Noxious Weeds (pg. 113)
 Look at the spread of Spotted Knapweed.
How Are Noxious Weeds Spread? Overlay #4 (pg. 114-115)
 Shows various means of dispersal including people, animals, and
roadways.
64
Step 2:
Step 3:
Step 4:
Step 5:
Step 6:
Step 7:
Step 8:
65
Have students assemble in groups of 3-4.
Hand out Noxious Weed Impact Cards to each group
Hand out the Maps. Different Maps can be used for each group and are
found in the educational trunk.
Each group is asked to review their impact and show on the map what
areas might be impacted and list the impacts to these areas.
Have each group explain to the class how their land management areas
are impacted by noxious weeds.
Have students brainstorm ways to decrease the spread of noxious weeds.
Show overlay #5 Do Your Part (pg. 116), which lists what they can do to
help.
Activity 8.1
Noxious Weed Impact Cards
Problem:
Noxious weeds cause wildlife
habitat loss.
Problem:
Noxious weeds alter the
functioning of riparian zones
How:
How:
Noxious weeds reduce plants that wildlife
eat, alter the cover animals use to keep
warm and to escape, change water flow as
well as availability of water to wildlife.
Certain weeds can increase the frequency of
fires and reduce native shrub communities,
which are important for wildlife winter
habitat.
Riparian areas are the green zones along
banks of rivers, streams, and around springs,
bogs, wet meadows, lakes and ponds.
Healthy riparian areas provide habitat for
endangered species, wildlife, and fish. They
also purify water by removing sediment as it
moves through vegetation.
Noxious weeds, such as purple loosestrife,
can be extremely competitive in a riparian
setting. They crowd out valuable native
species and can alter riparian areas.
Weeds like saltcedar lower water tables and
in some areas have eliminated native
vegetation needed by wildlife.
Problem:
Noxious weeds displace
threatened and endangered
species.
How:
Problem:
Noxious weeds increase soil
erosion and sedimentation.
How:
Soil provides nutrients and moisture for
Certain plant and animal species are being plants to grow and for all life that depends
on plants. Spotted knapweed, a noxious
displaced by noxious weeds. Species such
weed, increases runoff compared to a native
as bulrush, dwarf spikerush, bog turtle,
Sacramento thistle, sapphire rockcress, and plant like bluebunch wheatgrass. When
runoff increases the soil erodes, which leads
Colorado butterfly can not compete with
to mud slides and can cause flooding. The
noxious weeds. They either out compete
them for food or nutrients, or the weeds are loss of soil due to erosion can cause problems
to waterways with increased sedimentation,
changing the habitat in which these rare
as well as to wildlife habitat.
species are able to survive.
66
Problem:
Noxious weeds affect
recreational value and use.
Problem:
Noxious weeds displace native
plant species.
How:
How:
California has a wide range of
recreational opportunities including
fishing, hunting, hiking, backpacking,
camping, horseback riding, and offhighway recreationing.
Areas in which noxious weeds, dominate
can create problems for recreationists. An
example: riding horseback through
houndstongue can cause problems for
horses when seeds attach to the hide. The
invasion of spiny weeds, such as Canada
thistle and musk thistle, limits river access
and the sharp spines make walking
difficult.
Problem:
Noxious weeds reduce the
amount of crop production for
livestock.
How:
Plants like leafy spurge and spotted
knapweed can render many range sites
useless for cattle production by displacing
valuable forage. Grazing capacities for
livestock can be reduced 65-90% from the
original productivity. In states like
Montana and others throughout the West,
weeds cost farmers over $100 million each
year in expenses and crop production
losses.
67
Noxious weeds out compete most native
plants for soil, nutrients, and water. On a
mixed-grass prairie, most native species
were absent where leafy spurge was most
abundant. Noxious weeds choke out most
native plants, which can affect wildlife, and
range habitat.
Activity 8.2 Threatened and Endangered Species
Secondary Education Adaptation: This activity is appropriate for all grade levels but may
be easier to conduct with grade levels 5-12.
Review the entire activity prior to starting.
Step 1:
Overlay #1 Threatened and Endangered Species (pg. 117)
What is a Threatened and Endangered Species? Why are they
protected?
Step 2:
Overlay #2-9 (pgs. 118-125)
Show pictures of some species in California that are listed as threatened
or endangered.
Step 3:
Discuss with students what the species look like, where their habitat is
found, and what is impacting them?
Step 4:
Students will split into groups of 3-4 or can work on worksheets on an
individual basis.
Step 5:
Students will be asked to decide which species is listed, recall to memory
where they are found, and remember basic information about each
species.
Step 7:
Students will then present their ideas to the class about ways they can
reduce impacts to these species.
68
Activity 8.2
Name that Species Worksheet
Name:
• Threatened or Endangered (circle one)
•
What is impacting this species?
•
•
Where does this species live?
•
•
What are some ideas you have for
helping to reduce impacts on this
species and help to conserve them?
•
Name:
69
Name:
•
•
•
Name:
•
•
•
Name:
•
•
•
•
•
•
Name:
70
Name:
Name:
•
•
•
•
•
•
CHAPTER NINE
Chapter Overview
Goal: Students will realize that they are responsible to make ethical and safe choices, which
will lead to being good citizens.
Objective: Students will pledge to be safe, ethical, and responsible recreationists and learn
ways they can become more involved within their communities by spreading the message of
responsible and ethical recreation.
Materials Needed: Pledge of Responsibility (1 per student), On the Trail Checklist 2 pages
(1 per student), On the Trail Checklist overlays (pg. 126-127) news articles and Community
Service overlay (pg. 128).
Duration:
15-45 minutes
In Brief
Students will make a commitment to responsible and ethical recreational use by reviewing the
On the Trail Checklist and signing the Pledge of Responsibility. If time allows, students will
have the opportunity to review various news stories from California and surrounding areas as
well as discuss opportunities available to students for becoming involved with spreading the
message of responsible and ethical recreational use.
Activity 9.1 Be Responsible, Stay Safe, Get Involved
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Provide one Pledge of Responsibility for each student. Together, read aloud
each item of the pledge. Ask if there are any questions.
Ask students which items will be the most difficult to follow. Discuss these
"problem spots" in more detail. Ask students if there is anything they would add
or change.
Once all the students have read and understand the pledge, have them sign their
name and date the pledge.
Ask the students to hang their pledge up in a visible spot at home and review it
before they head out on the trail.
Provide a copy of the “On the Trail Checklist” that students can take home and
review, use the overlays (pgs. 126-127) to point out the ideas listed on handout
Activity 9.2 Additional Ideas
Secondary Education Adaptation: This activity is appropriate for all grade levels and may be easier
to conduct with grade levels 5-12.
Step 6:
71
Bring in “role models”, adults or older students who follow an outdoor ethic.
Have them teach students regarding the pledge and how to apply it in their
lives.
Step 7:
Step 8:
Step 9:
72
Discuss local examples of following (or not following) land ethics or safety
recommendations. (i.e. helmet saves rider from serious injury, trail
reconstruction deters erosion.) See Appendix A pages 130-140 or find articles of
your own.
Following review of pledge, ask students to develop their own ethical code.
Provide ideas for students who want to get involved with a local conservation
project. (See Community Service overlay (pg. 128).)
1.
I will wear a helmet and other protective clothing that is suitable to the
environment and my recreational activity. I will make sure I am riding the
right size vehicle for me.
2.
I will stay on the trail especially when riding on an OHV. I will not ride on
public roads or paved surfaces.
3.
I will not carry passengers on my OHV nor will I let inexperienced riders
ride on my machine without adult supervision.
4.
I will not use alcohol or other drugs when I ride or before I ride or
recreate.
5.
I will go out on the trail in the company of others and never alone.
6.
I will respect the laws when I go out on the trail and will honor the rules
where I travel.
7.
I will not litter, chase wildlife, or damage plant life where I recreate.
8.
I will be courteous and demonstrate good citizenship to other riders and
persons by offering right of way and respecting areas that are posted.
9.
I will learn all the mechanical controls and safety devices of my OHV and
check them each time before I ride. I will not modify the OHV exhaust
system or remove the spark arrester from my machine.
10.
I will use common sense and never show-off while on the trail.
11.
I will work on getting an Education Certificate so that I can learn about
safe, ethical, and responsible riding on the trail.
I have made this pledge because I am a thoughtful, safe, and courteous citizen of
California. I accept responsibility for protecting the land on which I travel and for being
an ambassador of responsible and safe recreation.
_______________________________
Signature
___________________________
Date
Modified from the OHV Riding Safety Training Education program of the West Virginia 4-H and from the SVIA "An ATVenture in Safety."
73
Activity 9.1
On the Trail
Safety Checklist
_____ Abide by the Pledge of Responsibility
_____ Take an OHV Safety Course for ATV riders contact the ATV Safety Institute at (800) 887-2887 for offhighway motorcycle riders call (877) 288-7093. ATV training is free to youth 16 and younger.
Equipment & Clothing: WEAR SEAVEN FOR SAFETY:
_____ helmet
_____ pants
_____ eye protection
_____ long-sleeve shirt
_____ boots
_____ gloves
_____ body armor: chest protector, kidney belt
____ trail food & water (at least 1 quart)
____ rain gear
____ identification
____ travel map
____ medication (bee sting, asthma, diabetes, snake bite kit)
You only need to prepare this kit once. Replace parts as you use them. Keep in a red stuff sack on your machine at
all times.
____ fire starter and matches
____ first-aid kit with instructions
____ knife
____ dried, high-energy food
____ parachute cord
____ whistle
____ space blanket
____ garbage bag
_____ shovel
You only need to prepare this kit once. Replace parts as you use them. Keep this kit in a small stuff sack on
machine at all times.
____ wrenches
____ screw drivers
____ 2 spark plugs & wrench
____ flashlight
____ master chain link
____ headlight bulb
____ wire
____ tie-down strap/tow rope
____ duct tape
____ tire patch kit & pump
____ locking pliers
4. EDUCATION CERTIFICATE (Carry this with you; it’s the law)
If you are under 18 years of age you must complete an OHV education course and carry your education certificate
with you while riding on public land.
Before you leave for a ride, make a SAFETY PLAN
Prepare yourself and your equipment for the trip. Make sure you have parental supervision.
Let someone know where you are going and when you will return.
Adverse weather or fire conditions? Check first.
74
On the Trail
Ethics Checklist
Courteous to Others and Wildlife
Horses
Hikers
OHVers
o Pull over, shut off your engine, and slowly take off your helmet. Talk to horses
in a calm voice. Do not make sudden movements.
o Slow down to less than 15 mph and pass carefully. Maintain a slow speed after
passing.
o Downhill traffic yields to uphill traffic. If you are going down the trail, pull over
and let the uphill riders pass.
Mountain Bikers
o Slow down. Downhill traffic yields to uphill traffic. Pass carefully at less than
15 mph and maintain slow speeds after passing. Never race mountain bikers.
Wildlife
o Never chase or harass wildlife. Stay on your machine and ride slowly & quietly
away.
Gentle on the Land
o Hill Climbing should only be done in an area designated and authorized as a
climbing area.
o Obey seasonal trail closures to reduce erosion and protect important wildlife
habitat.
o Ride on designated trails only. Do not ride in sensitive or wet areas.
o Don't litter pack out what you pack in!
Hand Signals
Always signal with your LEFT hand
75
On the Right Trail Pre & Post Evaluative
Survey
The following are true and false statements.
1. It is okay to ride on an ATV with more than one person.
2. As long as you go slowly it is okay to ride on a motorcycle or ATV without a helmet.
3. Chasing animals on an OHV is never okay even if you are hunting.
4. You should always clean off your vehicle before and after any trip to avoid the spread of
noxious weeds.
5. You can ride anywhere on public land.
6. Before you go out on your OHV you should look at the map and make sure not to go out
alone on the trail. Always take a buddy with you.
7. If you are riding on an OHV and you meet horse back riders or other non-motorized
recreationists on the trail you should be courteous and allow them to pass if they are
going the opposite way, or let them know how many are in your group and go slower if
you are going the same way.
8. Riding near streams and rivers requires special precautions.
9. It is okay to go off the trail to ride as long as the trails are wet and muddy.
10. Endangered species are protected by law and so you should be careful to not hurt them
when you are on the trail.
76
Answers for
On the Right Trail Pre & Post Evaluative
Survey
The following are true and false statements.
1. It is okay to ride on an ATV with more than one person
False
Never ride with more than one person on a machine. Most OHVs are not designed for more than one
rider. Having more than one person on a machine can be a safety hazard.
2. As long as you go slowly it is okay to ride on a motorcycle or ATV without a helmet
False
Never ride an OHV without a helmet.
3. Chasing animals on an OHV is never okay even if you are hunting.
True
Chasing animals in most states is not only illegal, it isn’t ethical. Chasing any animal, whether wild or
domestic, is harassment and can cause stress and possible injury to the animal.
4. You should always clean off your vehicle before and after any trip to avoid the spread of
noxious weeds.
True
Noxious weeds are a real problem for land managers and private land owners. You can help prevent the
spread of noxious weeds by cleaning of your vehicle and clothing before and after you go out on the trail.
5. You can ride anywhere on public land
False
During certain times of the year, trails may be closed to protect the land or special wildlife habitats, such
as winter range, calving areas, or nesting grounds. Before leaving on a ride, review a travel map to see if
there are any travel restrictions on the trails you intend to use.
Wilderness Areas are special primitive areas where motorized vehicles are not permitted. Respect
Wilderness Areas that require foot or horse travel only
6. Before you go out on your OHV you should look at the map and make sure not to go out
alone on the trail. Always take a buddy with you.
True
Being prepared before you go, by knowing the area and knowing about closers or places to ride will help to
keep you safe and responsible. It is very important to never go out on the trail alone and let others know
where you are going and when you intend to come back. This one step could help to save your life in case
of an accident or emergency.
77
7. If you are riding on an OHV and you meet horse back riders or other non-motorized
recreationists on the trail you should be courteous and allow them to pass if they are
going the opposite way, or let them know how many are in your group and go slower if
you are going the same way.
True
OHV riders always yield, pull over, and shut off motors when meeting horses or other animals on the
trail. Slowly take off your helmet and talk in a calm voice. Avoid any sudden movement. Be polite.
Being courteous and yielding to riders and their stock helps users to get along and make recreating safer
for everyone.
8. Riding near streams and rivers requires special precautions.
True
The green ribbons of vegetation found along streams, rivers, and lakes are called riparian areas. These
areas stabilize the stream banks, filter sediment to protect the water quality, and provide food and shelter
for fish and wildlife.
Protect riparian areas by avoiding them when possible. If you can’t bypass the area, go easy. Don’t spin
your tires and make sure to only cross streams at designated crossing sites.
9. It is okay to go off the trail to ride as long as the trails are wet and muddy.
False
Staying on designated trails is important to keeping trails open to future use. When you ride off a trail
vegetation is lost, erosion or soil loss will follow and riding areas are destroyed for future use. You should
check weather conditions prior to your outing. If areas are wet and muddy try to avoid riding there.
When trails are wet they are susceptible to erosion. Trails become gullies and channel water, which then
causes more erosion. Riding OHVs in wet meadows causes deep ruts, long-term damage, and scars on the
landscape.
10. Endangered species are protected by law and so you should be careful to not hurt them
when you are on the trail.
True
The Endangered Species Act was established in 1973 and is intended to provide a way to help conserve
the habitats of endangered and threatened species and provide programs for those species so as to prevent
extinction.
You can learn to identify plants and animals that are endangered or threatened by contacting your local
land management agencies. Then be careful to watch out for endangered species when you are on the
trail, or in certain instances stay out of areas where their habitat may be in danger.
78
On the Right Trail Educational Kit
Evaluation
Please complete and return either to your presenter or to the address below:
School (organization):____________________________________________________________
Presenter Name & Organization: ______________________________________________
Grade Level: _____________
Number of days trunk was used: __________
Total # of students: _________
Average # of students/class: _____________
(Circle responses below)
1. Please rate the overall quality of the presentation you received:
(If you presented the information yourself please skip to #2)
poor
not very good
okay
good
excellent
2.
The associated core curriculum standards for your grade level were adequately addressed?
strongly disagree
disagree
not sure
agree
strongly agree
3.
The materials included in the trunk and binder easy to use and understand?
strongly disagree
disagree
not sure
agree
strongly agree
4.
This educational resource enhanced my students' understanding and appreciation of
California’s recreational opportunities, fish, wildlife, cultural or natural resources?
strongly disagree
disagree
not sure
agree
strongly agree
5.
Do you plan on using these educational resources in the future?
yes
no
maybe
6.
Do you feel that this presentation and educational kit will assist your students in making
responsible, ethical, and safe choices while recreating?
yes
no
maybe
7. What do you feel was the most useful part of the presentation or educational kit?
8. What suggestions you might have to improve the presentation or educational kit? (write on
back of page if needed)
Thank you for taking the time to answer these questions. Your input is vital in ensuring that this curriculum provides the best
and most useful information.
79
Overlays
Activity 3.3
Make a Safety Plan……………………………………………………………………...81
Activity 4.1
Adventure Trail Pictures…………………………………………………………….82-91
Activity 4.2
Sizing Up Chart………………………………………………………………………….92
ATV Sizing…………………………………………………………………………...93-95
Activity 4.3
Whose Role is it Anyway? ……………………………………………………………....96
Map #1 …………………………………………………………………………………..97
Map #2…………………………………………………………………………………...98
Map #3………………………………………………………………………………..….99
Map #4………………………………………………………………………………….100
Activity 4.4
Coming Attraction…………………………………………………………………101,102
Activity 5.1
Yield the Right of Way……………………………………………………………….103
Activity 6.1
Ethics…………………………………………………………………………………104
Activity 6.3
Land Ethic Jeopardy………………………………………………………….……...…105
Activity 7.1
Dilemmas and Decisions…………………………………………………………..106-110
Activity 8.1
What is a Noxious Weed?……………………………………………………………..111
How Are They Harmful? ……………………………………………………………...112
The Spread of Noxious Weeds ………………………………………………….……113
How Are Noxious Weeds Spread? ………………………………………………114-115
Do Your Part …………………………………………………………………………..116
Activity 8.2
What is a Threatened and Endangered Species? …………………….…………...........117
California’s Threatened and Endangered Species …………………..……………118-125
Activity 9.1
On the Trail Safety Checklist…………………………………………………………126
On the Trail Ethics Checklist……………………………………………………....….127
Activity 9.2
Ideas for Community Service…………………………………………………………………128
80
Activity 3.3
Make a
Safety PLAN
Prepare yourself and your equipment for the trip.
Make sure you have parental supervision
Let someone know where you are going and when
you will return
Adverse weather or fire conditions? Check before
leaving.
N ever go out alone on the trail.
81
Activity 4.1
Enjoy outdoor adventures.
Off-highway vehicle (OHV) recreation is a healthy way for family and friends to have fun, explore
trails and discover wonderful things along the way!
82
Activity 4.1
Dress Safely.
Always wear your helmet, goggles, a long-sleeved shirt, gloves, long pants, and boots.
At the end of the day you’ll be glad you did!
83
Activity 4.1
Size is important.
Uh, Oh! Little rider, BIG machine, HUGE problem!
84
Activity 4.1
One ATV=One Rider.
Riding double is asking for trouble!
85
Activity 4.1
Share the trail with others.
Good trail manners keep riding areas open!
86
Activity 4.1
When you meet others on the trail pull over, stop your engine and take off your helmet.
Let hikers, horseback riders and bicyclists pass safely!
87
Activity 4.1
Be kind to BIG and little critters.
Chasing animals is wrong!
88
Activity 4.1
Always stay on the trail.
Riding off-trail damages the land and is dangerous!
89
Activity 4.1
Cross rivers and wetlands only where you are supposed to.
Splashing around hurts wetlands and all of the animals that live there!
90
Activity 4.1
Shhhh! Keep your OHV quiet.
People and animals don’t like noisy mufflers!
91
Activity 4.2
Sizing Up! Chart
Area of Focus
Guideline Description
Clearance between ATV seat
and inseam while standing on
footrests
There should be 3 to 6 inches clearance between ATV seat
and inseam while standing on foot rests.
Upper Legs
Foot Length
Grip Reach
Throttle Reach
Brake Reach
92
Reasoning
The rider is better able to stand up and absorb shocks
through legs when riding on rough terrain. Keeps the seat
from hitting the rider and throwing him/her over the
handlebars. Can help to improve visibility.
Upper portion of leg, from about the top of the knee to the Better control.
hip, should be horizontal.
With the heel of your right boot locked against the footrests Helps the rider to operate brakes consistently without
or in the proper position on the running board, the toe of hesitation.
your boot should be able to depress the foot brake with
simple downward rotation of the foot.
The same rule applies to the left side, where the gearshift is
located.
In the normal seated position with your hands on the Steering will be easier and can help to keep the rider in
handlebars, your elbows should have a distinct angle balance.
between the upper arm and your forearm. If your elbows
are locked straight, you will not be able to turn the handle
bars. If your elbows are at less than right angles, you are
too large for the ATV.
With your right hand in the normal operating position, Increased control of your speed and handling.
check to see if your thumb can easily operate the throttle.
Turn the handlebars to both the extreme left and right
positions; check again for any interference with easy
operation.
With your hand in the normal operating position and your Proper sizing increases the riders’ ability to stop quickly in
fingers straight out, check to see if the first joint (from the an emergency situation.
tip) of your middle finger extends beyond the brake lever. If
it does not, your hand is too small to effectively grasp the
lever in an emergency. Make sure your thumb can also
reach the engine stop switch.
Activity 4.2
ATV Sizing
Youth – 6 (Y6)
Under 70cc
Age 6 and older
Adult
Over 90cc
Age 16 and older
Youth-12 (Y12)
70-90 cc
Age 12 and older
93
Activity 4.2
ATV Sizing
50 CC
Age 8
Correct Sizing
250 CC
Age 21
80 CC
Age 10
94
Activity4.2
ATV Sizing
Incorrect Sizing
The vehicle is too large.
Her feet and legs don’t fit well,
She won’t be able to control the ATV.
She can’t reach the brake or turn well
She can’t reach the brakes and will have
difficulty turning,
stopping and controlling the ATV.
95
Activity 4.3
Agency
Bureau of Land
Management
Forest Service
National Park Service
California Department of
State Parks and
Recreation
Whose Role is it Anyway?
Management Role
Sustain the health, diversity, and
productivity of public lands for use
and enjoyment of present and future
generations.
Amount of Land
The Nation’s largest federal
land mass more than 264
million acres located mostly in
12 Western states, which
include wild and scenic rivers,
wilderness areas, and high
deserts.
Achieve quality land management
Manages 191 million acres of
under the sustained multiple-use
national forests and grasslands
management concept to meet diverse throughout the lower 48 states
needs of citizens.
and Alaska.
Preserves unimpaired the natural and Areas include national parks,
cultural resources and values of the
lakeshores, historical sites, and
national park system for the
recreational areas
enjoyment, education, and inspiration
of this and future generations.
Authority
US
Department
of Interior
US
Department
of Agriculture
US
Department
of Interior
More than 270 Park Units and is
State of
responsible for almost one-third
California
of California’s scenic coastline.
Manages 1.4 million acres, over
280 miles of coastline; 625 miles
of lake and river frontage; nearly
15,000 campsites; and 3,000 miles
of hiking, biking, and equestrian
trails.
Information taken from Tread Lightly! Web site www.treadlightly.org and California Department of State Parks and Recreation.
96
Provides for the health, inspiration
and education of the people of
California by helping to preserve the
state’s extraordinary biological
diversity, protecting its most valued
natural and cultural resources, and
creating opportunities for highquality outdoor recreation.
Activity 4.3
Map #1
97
Activity 4.3
Map #2
98
Activity 4.3
Map #3
99
Activity 4.3
Map #4
100
Activity 4.4
Coming Attraction
California Tourism
Governor Schwarzenegger approved $7.3 million in public tourism
and marketing funds for the 2005-2006 fiscal year budget.
In 2004
Travel and Tourism Expenditures totaled $82.5 billion
Tourism in California
Supports jobs for nearly 9 million Californians
And generates $5.2 billion in State and local tax revenues
Information from California Public Tourism Marketing Funds Press Release
101
Activity 4.4
Coming Attraction
California Tourism
California State Parks Visits
Approximately 3.8 million people
Bureau of Land Management 2003-2004
9.6 million visits to BLM facilities
Forest Service 2002
Allocated $39.6 million for the San Bernardino National Forest for
Resource Management, Public Use & Enjoyment, Facility Operations
& Maintenance, Management & Administration, Fire & Aviation
Management & Commodity, and commercial Uses
Information provided from all agencies listed above.
102
Activity 5.1
Yield the Right of Way
Especially on an uphill grade or when someone is overtaking you.
103
Activity 6.1
ETHICS
An ethic is a body of moral principles or values associated with a particular
culture or group.
Ethical pertains to what is right or wrong in conduct, and
ethics are rules of conduct recognized in respect to a particular group or
culture.
Beyond Fair Chase by Jim Posewitz, 1994.
A “Land Ethic” applies ethics to our environment and our lives as
recreationists using the land for our enjoyment.
104
Activity 6.3
JEOPARDY
WILDLIFE WATER TRAILS SEASONS OTHER
105
100
100
100
100
100
200
200
200
200
200
300
300
300
300
300
400
400
400
400
400
500
500
500
500
500
Activity 7.1
Dilemmas & Decisions
1. You and your friend Jeremy asked permission to ride OHVs
on your neighbor's pasture, which passes through public land.
You have ridden there before and are familiar with the land.
You come to a closed gate. Jeremy says, "Let's leave it open,
we'll be back this way in an hour." You know your neighbor
raises cattle but you don't see any nearby. What should you
do?
Always leave gates and fences as you found them. Landowners and
publicly used fences and gates separate animals and pastures. Respect
the landowner’s property so that you may continue to ride there in the
future. You may expect to return soon; however, if an unexpected
delay (breakdown or different return route) occurs, an open gate could
allow the cattle to escape.
2. While riding along a mountain trail you and your friends
spot three elk in a clearing. Jim wants to ride closer for a
better look. Cindy wants to stop and take a picture. The elk do
not see you. What should you do?
Stay seated on your machines and observe animals from a distance.
Use cameras with zoom lenses or binoculars for a closer look. If the
animal moves or changes what it is doing as a result of your presence,
then you are too close and should leave the area with as little noise as
possible.
106
3. You and your friend Brittany are tuning up your
motorcycles. Brittany takes the muffler off of her machine and
after a ride around the yard, says, "I think I'll keep the muffler
off, it feels like it has more power and I like how it sounds."
She wants you to take the muffler off your machine. What
should you do?
Noise doesn't equal horsepower. In fact, too little exhaust back
pressure can mean less power and can cause engine damage. Mufflers
are required by law in some places. Do not take off your muffler. A
loud motor often offends other trail users. Mufflers also act as a spark
arrester to prevent fires.
4. You and three other friends are riding a new trail on Bureau
of Land Management (BLM) property. You see a meadow you
would like to explore, but the trail doesn't go that way. What
should your group do?
Stay on the right trail! Although areas may not be closed to use, going
off the trail can lead to a new trail being established in a sensitive
area such as a wetland or a steep hill with fragile soil. When trails
become established in sensitive areas they can cause resource damage,
such as erosion, which could lead to areas being closed to future
recreational use. Perhaps a walk around the edge of the meadow
would stretch your legs and satisfy your curiosity.
107
5. You and Chris take your motorcycles to a Forest Service
Trailhead. The trailhead sign says that the area is closed to
motorized vehicles until July 1. The date today is June 29.
What should you do?
Most areas that are closed for a certain time during the year are
closed due to wet trails or wildlife concerns. Respect closures and
return when the area is open. Riding on closed trails can lead to
permanently closed trails to OHV use.
6. You are out for a ride one day and are looking for elk in a
distant meadow. You turn a corner and suddenly find yourself
face to face with a group of four horse riders. The horses are
scared and backing up quickly, apparently out of control. What
should you do?
Pull over immediately and shut off your engine. If possible, pull over
on the downhill side. Slowly take your helmet off and begin talking in
a calm, gentle voice. Do not make any sudden moves. Once the horses
have calmed, talk to the rider. Apologize and assist the rider as
necessary. Do not start your engine again until the horses have long
passed you.
108
7. You and your friend are riding OHVs up a steep trail and
hear other OHVers on their way down the trail. What should
you do?
Slow down and proceed with caution. In this case, you, the uphill
driver, have the right of way. The downhill riders should pull over
and let you pass.
8. You and your neighbors are going on an OHV trip. Your
friend tells you that they do not know how to operate an OHV.
What should you do?
Encourage your friend to take an OHV safety course. If you are under
18 years old and plan to ride an OHV, you should take a safety
training course. In this course you will learn laws, safety skills, and
necessary safe riding habits. You will also learn about the OHV, so
you can conduct “pre-ride” safety checks. To register for a State
Certified Safety Course contact the following for ATV riders call the
ATV Safety Institute at (800) 887-2887, and for off-highway
motorcycle riders call (877) 288-7093. ATV training is free to youth
16 and younger. Statistics show that your chances for a serious
accident decreases with proper training.
109
9. You and a friend are riding your mountain bikes on a trail
and come upon a desert tortoise. You realize that it is an
endangered species. What should you do?
Avoid contact with the animal and make sure to give provide plenty of
room for the animal to feel safe. Identify the location you are at and
mark it on a map or with a GPS unit. Then upon your return to the
trailhead, contact the land managers and inform them that you saw
the tortoise and where it was located.
10. You head out on a trail with your friends for the day. You
get back pretty late in the day. You remember that you heard
somewhere that to avoid the spread of noxious weeds you
should wash your bike down. It is getting late and you have a
party to go to. What should you do?
Washing off your OHV, and all other equipment following a ride will
help to prevent the spread of noxious weeds. By cleaning immediately
after recreating you won’t be as likely to take a dirty bike or other
equipment back out on the trail the next time you go.
Remember that noxious weeds are spread by anything that moves. So
no matter what your recreational activity, clean off your equipment
and notify local land management agencies if you see an infestation of
noxious weeds.
110
Activity 8.1
What is a Noxious Weed?
Weed:
A plant that interferes with the management objectives
of a given land area.
Noxious Weed:
A weed that society has declared as having negative
impacts,
which land management agencies are legally responsible
to manage.
Noxious weeds include, but are not limited to:
111
Activity 8.1
How are Noxious Weeds Harmful?
*Displace native plants
*Displace threatened and
endangered species
*Decrease wildlife habitat
*Reduce recreational value
and use of land
*Reduce forage production
for livestock and crop
production
*Increase soil erosion and
stream sedimentation
*Alter the function of riparian
zones
112
Activity 8.1
The Spread of Noxious Weeds
This shows the State of Montana.
Weeds like the Spotted Knapweed are spreading
throughout Western states, including California, at
similar rates.
113
Activity 8.1
How Are Noxious Weeds Spread?
Some have escaped from nurseries and gardens where they
were planted as ornamentals.
Some come into states from seed or hay.
Animals, including horses, spread noxious weeds.
114
Activity 8.1
How Are Noxious Weeds Spread?
Noxious weeds spread on roads, trails, railroads, and
other travel ways.
People also spread noxious weeds.
115
Activity 8.1
Noxious Weeds are everyone’s problem.
Do your part to help!
Learn to identify noxious weeds, and then
contact a land manager when you find them
in your recreation area.
Avoid parking, walking, or driving in weed
infestations-infested areas.
Wash vehicles (especially undercarriages)
before and after trips.
Feed weed-free forage to livestock before and
during back-country trips.
Keep clothing, equipment, and animals weedfree by cleaning up before and after each trip.
116
Activity 8.2
What is a Threatened or
Endangered Species?
In 1973 the Federal Government established the
Endangered Species Act.
It is intended to help identify plant and animal species
that are threatened with extinction or close to becoming
extinct.
It also provides a way to help conserve the habitats of
these species and provides programs for them to prevent
their extinction.
117
Activity 8.2
Threatened or Endangered Species
In
California
Wolverine
Status:
Listed as Threatened on State
Listing since 1971.
Habitat:
Roams over hundreds of miles
from 1,600-14,000’ elevation.
Found in many locations in
California, but rarely seen.
118
Impacts:
Trapping, displacement from
humans, habitat loss due to
logging and over-grazing,
disturbance of OHVs, and
snowmobiles and developments
in sub-alpine areas.
Description:
Member of the weasel family.
Looks like a small, short bear,
with a dark brown shaggy coat
and a bushy tail.
Activity 8.2
In
California
Blunt-nosed Leopard Lizard
Status:
Federally Listed Endangered
1967.
Habitat:
Found in the San Joaquin Valley
and adjacent foothills. Prefer to
live in arid areas with scattered
vegetation such as alkali flats,
grasslands, washes, arroyos, and
canyon floors.
119
Impacts:
The rapid leveling and
cultivation of dry lands in their
habitat. Overgrazing and
agricultural pest control.
Description:
Large lizards are 3-5” from nose
to vent. They have a short,
broad head, and a blunt snout.
They have a leopard-like pattern
of dark spots and pale cream
colored horizontal crossbars on
the body and tail.
Activity 8.2
In
California
American Peregrine Falcon
Status:
Federally listed Endangered
1970.
Habitat:
Likes to live near open areas –
wetlands, grasslands, and open
forests, and mountains. Prefers
an area with nearby cliffs for
nesting and roosting. They will
occasionally nest on ledges of
tall building or bridges in cities.
In the1970s, only 10 breeding
pairs were know of in California.
120
Impacts:
Pesticide accumulation from
DDT was sprayed on crops and
moved up the food chain. It
made the eggs of the peregrines
so thin-shelled that they often
would break during incubation.
Description:
Fastest flier in North America.
They have been clocked at 200
mph in a dive. They stand about
20” tall. An adult male has grayblue colored back, a light throat,
and streaked breast. A black
wedge extends below the dark
eyes, and the crown and nape of
the bird are dark, forming a
distinctive helmet.
Activity 8.2
In
California
Pine Hill Flannelbush
Status:
1996.
Habitat:
Found in western El Dorado
County. Live on soils formed
from eroded and weathered
gabbro and serpentine rocks.
Live alongside chaparral.
121
Impacts:
Development for housing and
business’ in areas where this
plant grows.
Description:
Evergreen leaves arranged
alternately on each branch.
Member of the cacao family.
Plants in the cacao family can be
used to make cola, chocolate, and
various drugs. The leaves are
fuzzy feeling, thus they are
called the flannelbush.
Fire friendly plant that needs
fire to help germinate and
repopulate.
Activity 8.2
In
California
California Condor
Status:
1967.
Habitat:
California condors are found in
the arid foothills and mountain
ranges of southern and central
California. They roost in rocky
cliffs or in trees, from the late
afternoon until the next midmorning. As the temperature
rises they take flight and catch
updrafts of heated air in search
of food. Condors have been
known to travel more than a
hundred miles in two hours.
122
Impacts:
Poisoning from ingesting lead
shot in animal carcasses,
poisoning from chemicals that
ranchers use to kill livestock
predators, DDT poisoning
which causes eggshell thinning,
and ever expanding human
development in their habitat.
Description:
Largest bird in North America.
An adult can weigh 25 pounds
have a wing span of up to 9 ½
feet. They have a bare pinkorange head, similar to a turkey
vulture’s
Activity 8.2
In
California
Bear Valley Sandwort
Status:
Federally listed Threatened
Species September 1998
Habitat:
Found in the Eastern San
Bernardino Mountains. This
species occupies dry slopes and
rocky soils from 6000’ to 7000’
in yellow pine forests and pinyon
junipers woodlands.
123
Impacts:
Since these plants exist in pebble
plains they are impacted by offtrail impacts from human use.
Including off-highway vehicles
and other recreation.
Description:
Bear Valley Sandwort is a manystemmed, perennial that grows
6"-8". The leaves are needlelike, sharp-pointed, and have a
single vein. The flowers are in
open, rounded circles, usually
with only a few flowers and with
short petals. The five petals are
white, oblong, and round-tipped.
Activity 8.2
In
California
San Bernardino Bluegrass
Status:
Habitat:
Found in the San Bernardino
Mountains in meadows and
grassy slopes, 6000’ – 7,000’.
Impacts:
Since these plants inhabit
mountain meadows and seasonal
streams they are impacted where
off-trail recreational use crosses
meadows and small
drainages/swales. Plants are
crushed and impacted when the
water system is compacted.
Description:
This plant is in the grass family
and is often found with
Kentucky bluegrass. However
this species has a purplish color
and tends to flower earlier in the
year.
124
Activity 8.2
In
California
Ashy Gray Paintbrush
Status:
Federally listed Threatened
Habitat:
Found in the San Bernardino
Mountains on dry benches and
slopes, at 5000'-9500'. It’s
blooming period is May to
August
125
Impacts:
Since these plants exist in pebble
plains they are impacted by offtrail impacts from human use.
Including off-highway vehicles
and other recreation.
Description:
This plant is a perennial herb. It
is a green-root parasite on
various shrubby species
including certain types of
sagebrush and several kinds of
buckwheat plants. Although it is
yellowish-green in color, a
particularly red form of this
plant has been located on top of
Sugarloaf Ridge.
Activity 9.1
On the Trail
Safety Checklist
_____ Abide by the Pledge of Responsibility
_____ Take an OHV Safety Course for ATV riders contact the ATV Safety Institute at (800) 887-2887; for off-highway
motorcycle riders call (877) 288-7093. ATV training is free to youth 16 and younger.
Equipment & Clothing: WEAR SEAVEN FOR SAFETY:
_____ helmet
_____ pants
_____ eye protection
_____ long-sleeve shirt
_____ boots
_____ gloves
_____ body armor: chest protector, kidney belt
____ trail food & water (at least 1 quart)
____ rain gear
____ identification
____ travel map
____ medication (bee sting, asthma, diabetes, snake bite kit)
You only need to prepare this kit once. Replace parts as you use them. Keep in a red stuff sack on your machine at all times.
____ fire starter and matches
____ dried high-energy food
____ knife
____ whistle
____ parachute cord
____ garbage bag
____ space blanket
____ shovel
____ first-aid kit with instructions
You only need to prepare this kit once. Replace parts as you use them. Keep this kit in a small stuff sack on
machine at all times.
____ wrenches
____ screw drivers
____ 2 spark plugs & wrench
____ flashlight
____ master chain link
____ headlight bulb
____ wire
____ tie-down strap/tow rope
____ duct tape
____ tire patch kit & pump
____ locking pliers
4. EDUCATION CERTIFICATE (Carry this with you, it’s the law)
If you are under 18 years of age you must complete an OHV education course and carry your education certificate
with you while riding on public land.
Before you leave for a ride, make a SAFETY PLAN
Prepare yourself and your equipment for the trip. Make sure you have parental supervision.
Let someone know where you are going and when you will return.
Adverse weather or fire conditions? Check first.
126
Activity 9.1
On the Trail
Ethics Checklist
Courteous to Others and Wildlife
Horses
Hikers
OHVers
o Pull over and shut off your engine. Slowly take off your helmet. Talk to horses
in a calm voice. Do not make sudden movements.
o Slow down and pass carefully. Maintain a slow speed after passing.
o Downhill traffic yields to uphill traffic. If you are going down the trail, pull over
and let the uphill riders pass.
Mountain Bikers
o Slow down. Downhill traffic yields to uphill traffic. Pass carefully and maintain
slow speeds after passing. Never race mountain bikers.
Wildlife
o Never chase or harass wildlife. Stay on your machine; ride slowly, quietly away
from wildlife.
Gentle on the Land
o Hill climbing is harmful to vegetation and should only be done in an area
designated and authorized as a climbing area.
o Obey seasonal trail closures to reduce erosion and protect important wildlife
habitats.
o Ride on designated trails only. Do not ride in sensitive or wet areas.
o Don't litter pack out what you pack in!
Hand Signals Always signal with your LEFT hand.
127
Activity 9.2
Ideas for
Community Service
Take an OHV rider course.
Encourage a friend to take an OHV rider
safety course.
Repair a section of a trail or adopt a trail as a
clean-up project.
Get involved with OHV 4-H Programs.
Contact the Department of Natural
Resources and/or your local land
management agency to see what you or a
group could do to promote safety and
conservation.
Ideas from 4-H ATV Group Project Manual
128
Appendixes
Appendix A
Activity 9.2
News Articles……………………………………………………….130-140
Appendix B
Activity 6.2
Myth Busting Cards………………………………………………....141-148
Appendix C
Activity 6.1
Values Game Cards…………………………………………………149-157
129
Appendix A
News Articles
Activity 9.2
Modesto Bee
March 13, 2005, Sunday
Turlock Teen Thrown From ATV And Killed
She Wasn't Wearing A Helmet While Driving
By Daryl Farnsworth, Bee Staff Writer
TURLOCK—A 17-year-old Turlock girl died Friday after suffering severe head and internal injuries when she
was thrown from an all-terrain vehicle, the Stanislaus County coroner's office reported.
The California Highway Patrol said the girl was thrown 25 feet from the ATV, her head striking a tree limb in an
almond orchard.
Vanessa Ortiz died in the operating room at Memorial Medical Center, Modesto, at 7:14 p.m. Friday, deputy
coroner Kristi Herr said Saturday.
The accident happened just before 5 p.m. in an almond orchard on private property in the 2800 block of Paulson
Road, 150 feet north of the Stanislaus/Merced County Line, CHP officer B. Crooker said.
Paulson runs parallel to Golden State Boulevard, Crooker said.
Witnesses said Ortiz was driving the ATV on a dirt road next to an almond orchard at about 30 mph when she
suddenly turned into the orchard and the ATV clipped a tree branch, Crooker said.
The ATV's impact with the branch threw Ortiz from the vehicle about 25 feet, and her head struck a branch on
another tree. Ortiz was not wearing a helmet, he said.
A medical helicopter landed on Golden State Boulevard, picked up Ortiz and flew her to the hospital.
Crooker said the ATV belonged to Ortiz's brother, who was having trouble getting it started. She asked if she
could drive it, and he told her if she could get it started, she could take it for a ride.
Ortiz tinkered with the ATV for a while and got it started, Crooker said.
Bee staff writer Daryl Farnsworth can be reached at 578-2337 or [email protected].
Copyright 2005 McClatchy Newspapers, Inc.
ALL EDITION; SECTION: LOCAL NEWS; Pg. B2
LENGTH: 259 words
130
News Articles – Appendix A
Ventura County Star (California)
June 10, 2005 Friday
Regulator alters course, orders review of ATV safety
By Elizabeth Wolfe, The Associated Press
WASHINGTON—Responding to rising injuries and deaths of children riding all-terrain vehicles, a top regulator
has reversed course and ordered his staff to consider whether a tougher government approach is needed to boost
safety.
Consumer Product Safety Commission Chairman Hal Stratton sent a memo to his staff ordering a review. He
previously had opposed more federal regulation, instead supporting voluntary industry standards and more rider
education.
Citing the increase in injuries and deaths, he asked his staff to study whether those voluntary standards are
adequate.
"This memo orders a full top-to-bottom review of any and all regulations that could be done to really make a
difference in reducing the number of injuries and deaths," agency spokesman Leonardo Alcivar said Thursday.
"Everything is on the table."
In Ventura County, the California Highway Patrol has investigated only nine ATV accidents over the past five
years, but officials believe many occur that are not reported, said Steve Reid, the CHP public information officer.
Since 2000, officers from the CHP's Ventura office have investigated six ATV accidents in which one person was
injured, one that injured two people and two involving single fatalities, Reid said. The fatalities occurred in 2001
and 2003, but the information Reid had did not include the victims' ages or where and how the accidents occurred.
Highway Patrol officials believe most ATV accidents go unreported because they occur off-road and usually
involve fairly minor injuries, Reid said. The law does not require reporting accidents in such cases.
"I think people are more likely to call the police when they're involved in an accident on a roadway than they
would be off road because they probably feel like, well, I don't have to report it. I'm just going to go to the
hospital," Reid said. "And they really don't have to report if they don't want to. When it's not on a road and it's not
serious, reporting it is not required."
At Thousand Oaks Suzuki, a dealership that sells about 300 Honda and Suzuki ATVs annually, customers are
asked to sign manufacturers' forms listing safety recommendations and specifying the minimum age for using the
vehicle they're buying, said sales manager Kevin Dunn.
They also are told about schools such as one Honda operates in Colton, where buyers can learn to use ATVs
properly. Unfortunately, many customers don't heed the recommendations. "Unfortunately, there are too many
adults out there who don't watch their kids," Dunn said. "You can give them all the training in the world and give
them the recommendations, but Dad goes, 'Hey, kid, go ahead and have a good time.' "
His dealership's ATV prices range from $2,400 to $7,700, Dunn said. He said he suggests buyers take their ATVs
to Hungry Valley near Frazier Park on the Ventura-Kern County line, the closest legal riding area to Thousand
Oaks.
Oceano Dunes State Park near San Luis Obispo is one of the Central Coast's most popular ATV riding areas. Park
rangers there strictly enforce safety regulations requiring riders to wear helmets, have a flag on their vehicle and
closely supervise riders under 18.
State rules also prohibit two riders on one ATV, said David Angello, owner of Angello's ATVs, which rents the
vehicles. Despite the possibility of fines, the rules are frequently ignored as are manufacturers' recommendations
that no one under 16 be allowed on adult-sized vehicles.
131
"They aren't doing that. They're putting smaller people on bigger bikes," Angello said. "There are a lot of rules,
but people disregard them all the time."
The CPSC's move surprised supporters of a petition filed in 2002 by doctors and consumer groups to ban sales of
adult-size ATVs intended for children under 16. Stratton previously has said a ban would not mean fewer
accidents, noting that most accidents are due to improper behavior such as riding on paved roads or not wearing
protective gear.
A February CPSC staff report reflected that view by advising against a ban. The report argued that restricting
sales would not necessarily keep children off larger ATVs, since the CPSC cannot control what riders and parents
ultimately do with their four-wheelers.
Sue DeLoretto-Rabe, whose 10-year-old son Kyle died in May 2002 after the ATV he was riding flipped on top of
him, questioned the chairman's timing.
"To be honest, I think it's a smoke screen. I really believe he's sidetracking the issue. He's had almost three years
to do this," she said from her home in Turner, Ore. "I think he's hearing from so many of us now that he knows he
needs to step up and say something. But he's not really saying anything."
Alcivar said a fuller approach to ATV safety is necessary because of "the failure of the industry to come to the table
in a meaningful way and the lack of real input on the part of the petitioners" on how to reduce ATV injuries and
deaths.
Stratton's notice comes less than a month after he met with DeLoretto-Rabe and other mothers of children killed
on adult-size ATVs. The families told him that the petition -- even if difficult to regulate -- would make parents
more aware of ATV dangers and less likely to let their children ride larger vehicles.
Among the areas Stratton ordered reviewed are whether pre-purchase training and certification should be
required, if manufacturers should develop an ATV model suitable for 14-year-olds and whether ATV dealers
should provide child injury data at the time of purchase.
The increasing popularity of the four-wheelers has meant more accidents, in particular among youngsters.
Children under 16 accounted for about a third of the nearly 6,000 ATV deaths reported since 1982, according to
the CPSC. Of fatalities where engine size and driver age are known, 86 percent involved children on adult-size
ATVs.
—Star staff writer Jim McLain contributed to this report.
Copyright 2005 Ventura County Star
All Rights Reserved
SECTION: BUSINESS AND STOCKS; Pg. 1
LENGTH: 978 words
132
News Articles – Appendix A
San Bernardino Sun (San Bernardino, CA)
July 17, 2005 Sunday
Off-road hopes raised
Laborde Canyon could turn into haven for sport
By Mike Cruz, Staff Writer
RIVERSIDE—One by one, residents went before the county Planning Commission recently to either extol the
virtues of off-roading or drive it away.
For nearly three hours Tuesday, off-road advocates and mothers of motocrossers drew the proverbial line in the
sand against the county and peace-and-quiet-loving folks trying to regulate the sport.
Riverside County staff members wanted to set up some heavy-handed restrictions specific to off-roading, but the
planning commissioners backed off and decided to look at the broader regulations for noise, dust and
environmental degradation.
In the midst of the county's report for a proposed off-road ordinance was a two-word Band-Aid that some believe
will alleviate concerns about off-road: Laborde Canyon, which is in the Badlands southwest of Beaumont.
"It's not the total solution,' said Mark Balys, the county's project planner for the off-road ordinance. "But part of
the problem with our county ... is that there are not very many alternative sites that are open for riding to the
general public.
"Laborde [Canyon] will help that.'
The only problem is, some people who ride off-highway vehicles, or OHVs, are skeptical that the proposed
Laborde Canyon State Vehicle Recreation Area will ever become a reality. That is because they remember what
happened when the De Anza Cycle Park became the Norton Younglove Reserve, which is just north of Laborde
Canyon.
"My gut feeling is and I hope I'm wrong but what I see so far is, I doubt a motorcycle or a quad will ever touch
ground on that thing,' said off-roader Guy Chrest, who lives in San Bernardino County.
Chrest is a former stakeholder on the state's OHV Trust Fund, which acquires land for off-road uses through the
green-sticker fees from off-roaders and gas taxes.
The state OHV fund granted thousands of dollars to Riverside County to buy extra property and expand the De
Anza Cycle Park almost two decades ago, Chrest said. Shortly after, endangered species were found in the park,
and it was shut down by the county for environmental reasons.
"The OHV fund lost the whole park and the money,' Chrest said.
The area later became part of the Norton Younglove Reserve. And Chrest said he feels the same thing could
happen to Laborde Canyon.
"I think history is going to repeat itself,' he said.
State officials acknowledge they are looking for land they can dedicate to the county's Multiple Species Habitat
Conservation Plan, but they also said they are still moving forward with the off-road park. An environmental
impact report will not be completed until next year, forcing off-roaders to keep their fingers crossed.
County officials are on board with the Laborde Canyon State Vehicle Recreation Area plan, Balys said. The county
bought a 2,700-acre area that will contain the OHV park from Lockheed Martin for $2million in November 2004,
according to county documents.
133
Still, the original reason given by the county to purchase the property was to provide "open space for preservation
of wildlife and plant life,' according to a county report. The property is expected to be transferred to the state,
which will create and maintain a 600-acre OHV area on the site.
However, Lockheed Martin originally performed rocket testing on the site, and the state is in the environmentalimpact-report phase. An EIR will not be completed until next year.
In the meantime, Tetra Tech has been contracted by Lockheed Martin to clean up the site, said state OHV
officials. Final tests for perchlorate at the site are not finished, but the state does have some preliminary results.
"Ground-wise, they don't look bad right now,' said Dan Dungy, a project lead in the state's OHV Division.
"There's been nothing that is found in the soil that exceeds residential limits.'
However, he would not reveal the actual number of perchlorate parts per billion found at the site. The Department
of Toxic Substances Control is working on a cleanup plan for the site, he said.
The groundwater at Laborde Canyon is a different story.
"We would not be able to use the groundwater because right now it's contaminated,' Dungy said.
But the state is still going forward with the plans for the park, he said, and it is considering running pipes to the
facility with treated water to maintain the tracks.
When a draft EIR is completed, the public will have an opportunity to comment.
Although some people believe Laborde Canyon can help alleviate Riverside County's off-roading issues, others
quietly wonder if it will ever come to be.
"It's a great concept, and it's an old concept," Chrest said. "There's a lot of history behind it.'
Copyright 2005 MediaNews Group, Inc.
SECTION: NEWS
LENGTH: 776 words
134
News Articles-Appendix A
The San Diego Union-Tribune
June 2, 2005 Thursday
Goin' buggy; Chuck Hovey is on a roll in a hot off-road season
By Bill Center, Staff Writer
No need to tell Escondido's Chuck Hovey about the rebounding fortunes of off-road racing.
"When I checked the entries last week, I was stunned," Hovey said this week. "There were 30 cars in my class."
Thirty-six to be exact.
That's how many Unlimited Class 1 buggies are scheduled to start Saturday's 37th SCORE Tecate Baja 500 in
Ensenada. And the total entry list of 349 buggies, trucks, motorcycles and ATVs is the largest for SCORE's
second-biggest event of the season since 1997.
"The sport is on the rise right now," said Hovey. "The 'Dust to Glory' movie helped us. Tire manufacturers are
getting back in. And the construction industry is good.
"To win anything this season is going to be special."
And after the first third of the season, Hovey leads both the Best In The Desert and Pro-Dirt series and ran
second overall in SCORE's recent San Felipe 250.
Not bad for a driver who until a decade ago had never been in a desert buggy.
"I grew up on motorcycles," explained Hovey.
"My dad (Dean) and I started going to Glamis and the desert to ride dirt bikes when I was about 4.
"Twenty years later, my dad decided he wanted something with four wheels and headlights to play around in at
night, so we bought a little 1200cc buggy for $5,000. We had a blast with that little buggy."
Shortly after buying the buggy, the Hoveys attended an off-road race and immediately got hooked.
Soon, Chuck Hovey was one of the area's more active racers, competing in SCORE races as well as local
Superstition Series events. Hovey won the Superstition Series title seven times, with a twist.
"I'd pre-run the races with an open-class buggy and race the little 1200cc buggy," he said. "A lot of our friends
thought that was strange."
Hovey made his debut in SCORE's major leagues of off-road racing in the Baja 500 of 1997.
"At the time, all my dad and I wanted to do was see what it was like . . . see what we could do. But as soon as we
started racing SCORE we couldn't do enough."
Two seasons ago, Chuck Hovey made 18 off-road starts, always driving solo. This season he has cut back to 11
races, all on the SCORE, Pro-Dirt and Best In the Desert Series.
He opened the season by winning the BITD's Parker 425 for the second straight season, but suffered an accident
en route to the SCORE opener at Laughlin, Nev.
"I was practicing hitting holes at Plaster City when I endoed the car (flipping it end-over-end) at 80 mph," said
Hovey. "I suffered a mild concussion and hurt my wrist. We never made it to Laughlin."
Although Hovey ran second overall to the son-father tandem of Andy and Scott McMillin in the San Felipe 250,
he is only 11th in SCORE points going into Saturday's third leg of the five-race desert season.
135
Saturday's race starts at 6 a.m. for the motorcycles and ATVs with the first of the TrophyTrucks and open class
buggies starting at 8 a.m. The 419-mile course returns to Ensenada for the finish.
SCORE hopes the final entry list will top the record of 384 starters set in 1976.
"The course is extremely technical this year, which works to our advantage," said Hovey, whose previous SCORE
best is a first overall finish in the 2002 Henderson 250.
Hovey has one of the few open-class buggies still powered by a four-cylinder engine designed for dirt-track midget
cars.
"The V-8s can reach a top speed of 135 (mph)," said Hovey. "I can't come close to matching that. But our Jimco
buggy is very quick through the technical stuff like we'll encounter Saturday. I think the winner's average speed
will be only 45 to 50 mph."
Things will soon change for Hovey, however. He is building a new buggy for the 2006 season that will be powered
by a Chevy V-8.
Bill Center: (619) 293-1851; [email protected]
Copyright 2005 The San Diego Union-Tribune
SECTION: SPORTS; Pg. D-2; LENGTH: 614 words
136
ANTELOPE VALLEY Edition
Los Angeles Daily News
Apr 7, 2005
DESERT MINE HAZARDS FAMILY ESCAPES NEAR TRAGEDY
Charles F. Bostwick, Staff Writer
ROSAMOND—Rocketdyne retiree Paul Etner was driving his wife and daughter up a dirt road off the Antelope
Valley Freeway when they almost drove into tragedy.
Trying to turn around on a brush-covered hill, he backed into a 12- foot-wide, 53-foot-deep abandoned mine shaft,
coming to a stop with his station wagon's left rear tire hanging over the hole.
"If I'd been over a few feet more ... we'd have gone in," Etner said. "We were just astounded. We had no idea it was
there. When I looked in the rearview mirror to back up it just looked like an open gentle slope.
"I've been in the desert a lot but I've never seen anything like this. It was scary."
State Office of Mine Reclamation officials came out Tuesday to use a backhoe to fill in the hole - one of more than
47,000 abandoned California mines, most clustered in the Mojave Desert and the Gold Rush country of the
western Sierra Nevada.
No one knows how many accidents similar to what almost happened to the Canyon Country family have occurred
among the old mines that dot the east Kern County desert.
"It's not often, but it's often enough to be a real hazard, especially to the uneducated public," said George Paniaua
of the Coalition of Off Road Vehicle Associations.
In February 2004, an 11-year-old boy from Stevenson Ranch plunged with his dirt bike into a 40-foot abandoned
mine shaft between California City and Randsburg. His father and other off-roaders used tow straps hooked to a
Jeep to pull him up, shaken and bruised.
The same thing happened in 2002 in the same area to a 10-year- old Los Angeles boy, who also was pulled up with
only scrapes and bruises.
"To a motorcyclist, a mound ... could look like a fun hill to ride up on. They may be surprised to find on the other
side the hole the material came from," said Douglas Craig, chief of California's Office of Mine Reclamation.
In the last 2 1/2 years, Craig's office has filled, fenced, plugged or demolished nearly 150 abandoned mines, shafts,
tunnels and mine buildings.
Because so many abandoned mines exist, the state is focusing first on the ones that pose the greatest hazard
because they are near communities, designated off-road areas, campgrounds or other places where people are
present. One was near a school bus stop, Craig said.
The Rosamond shaft is about two feet off a dirt road 200 yards from a Rosamond Community Services District
water tank, within sight of clusters of homes on the desert floor.
Because of its nearness to the dirt road and to homes that probably contained youngsters and off-roaders, Paul
Etner thought the shaft his vehicle almost drove into last December was a hazard.
First he called the U.S. Bureau of Land Management, which owns much of the California desert, then finally found
Craig's office.
137
People can report abandoned mine shafts by calling (877) OLD- MINE.
The Etners, who were ultimately able to get their all-wheel- drive Subaru free, ran into the shaft while engaged in
their hobby of "geocaching": a sort of treasure hunt for adults, in which participants follow GPS coordinates
posted on the Internet.
They were following a GPS signal off Dawn Road when they realized they were going the wrong direction. Etner
stopped and backed up to turn around. That's when the vehicle's left rear suddenly dipped downward and the tire
spun but the car didn't move.
"I said we're in a hole and they didn't believe me," his wife, Susan, said.
The Etners got themselves and their dogs out of the vehicle. They looked down the shaft but couldn't see the
bottom and tossed in rocks but couldn't hear them hit.
Carefully, Paul climbed back in. Daughter Lisa, 36, sat on the front fender to force down the right front tire so the
all-wheel- drive could pull them out.
"We were very lucky, extremely lucky," Paul Etner said.
The shaft the Etners ran into was not an operating mine but a hole dug by prospectors, probably looking for gold,
since major gold mines have operated for more than a century on neighboring buttes.
"There was a lot of mineral exploration going on in this area in the late 1800s and early 1900s," said Gregory
Pelka, a senior mineral resources engineer with the State Lands Commission.
Charles F. Bostwick, (661) 267-5742; chuck.bostwick(at)dailynews.com
138
The Press-Enterprise. Riverside, Calif.
Dec 14, 2004
NOISE DEBATE; CRANK IT DOWN
Enact `sound' limit with less finger-pointing, more respect
By Don Amador
The conflicts in Riverside County associated with noise generated by unnecessarily loud off-highway vehicles have
been a good case study and have reinforced two axioms. First, on a national basis, excessive OHV noise continues
to be the No.1 reason private and public lands are closed to motorized recreation. And second, solutions can be
found when both sides in the debate are willing to compromise with dignity and respect for each other.
OHVs are not going away; so OHV management is needed. OHV registrations have grown by more than 75
percent in the past 20 years.
Furthermore, OHV use is getting more concentrated. In that same time period, the number of acres on public
lands available for trail or dune riding has been reduced by more than 7 million acres as the result of various land
closures and wilderness designations.
California's population continues to grow and will approach 40 million people in the near future. Much of that
growth has been occurring in the rural parts of Riverside County.
Many off-roaders have bought private property in the area to ride and have fun with family and friends. However,
some residents who seek solitude and privacy have bought property as well. Equestrians are also a factor in the
debate.
The issue of noise, or sound, is the basis for most of the debate. In 2003, a statewide OHV "sound" law for public
lands was passed with the support of many off-road groups and environmental organizations. This was the result
of a collaborative effort by those groups working with other land interests through the state of California's OHV
Stakeholders Group.
CHANGING THE TONE
It was that sort of active "we-can-do-it" attitude that I wanted to see OHV users and neighbors replicate in
Riverside County. Several months ago, I noticed a lot of finger-pointing coming from both sides of the issue.
Often this is the result of miscommunication or an unwillingness to seek win-win compromise solutions like those
fostered by groups like the BlueRibbon Coalition, a national trail-based recreation group.
The BlueRibbon Coalition has long championed the rights of both motorized and non-motorized sports
enthusiasts to use private and public lands in a responsible manner. However, we also recognize that recreationists
have a duty to respect the environment and the property rights of adjacent landowners and other affected parties.
It was mutual respect that was largely on display at the Riverside County Planning Commission meeting on Dec.
1.
Although representatives on both sides of the fence strongly advocated their positions at the hearing, much of the
finger-pointing was replaced with a sincere desire to find common ground. That change in tone was also noted by
the commission chairman.
ROLLING OUT SOLUTIONS
Another positive development at the hearing was that county officials decided to do more to help locate and
facilitate new OHV parks to meet the demand for that type of recreational activity. Several off-road leaders
139
suggested that motorized users start a county-based coalition or association comprised of OHV businesses,
motocross track owners and trail enthusiasts to address issues such as illegal trespassing, community outreach,
rider education and support for OHV-related law enforcement.
The county must enact a reasonable yet substantive decibel limit or noise standard for OHVs. It should be the
result of a collaborative effort.
Mutual respect for one another's rights is a two-way street. And it's a road worth traveling.
Don Amador is a land-use consultant for the BlueRibbon Coalition and is based in Oakley.
Copyright Press Enterprise Dec 14, 2004
pg. B.09
140
Appendix B
Activity 6.2
Myth Busting Cards
When making copies of cards, copy the questions on one side and the
answers on the other. When making a master copy of the questions use the
Myth Busting Card for the reverse side.
141
Myth Busting
Myth Busting
1.
3.
Myth Busting
Myth Busting
2.
4.
Chasing or harassing wildlife
and other animals from your
OHV is okay if it is not during
hunting season.
If you are riding and see an elk,
keep your engine running
quietly. Stay on the trail and
slowly ride away from the
animal.
OHV use does not bother birds. You can ride OHVs anywhere on
public land.
142
Myth Busting
Myth Busting
5.
7.
Myth Busting
Myth Busting
6.
8.
Riding close to streams and Trails are most fragile in the
rivers
requires
special springtime.
precautions.
Removing the spark arrester You
don't
have
to
ask
from your OHV makes it go permission to ride on private
faster.
land.
143
Myth Busting
Myth Busting
9.
10.
Myth Busting
Myth Busting
11. OHVs and other
12. Endangered species are not
Leaving gates as you found Riding up and down a stream
them is important to public bank
causes
erosion
and
land agencies and landowners. damages life in the stream.
recreationists can spread the
seeds of noxious weeds.
.
144
protected by law so you can do
whatever you want to them.
1. Answer - Myth
3. Answer – Fact
Chasing big game from your OHV is illegal at all times. If you use your
OHV during hunting season, use it only to reach the area where you want
to hunt. Never hunt animals from your OHV. While chasing other
animals may not be illegal it is unethical.
Stopping your OHV and getting off your vehicle stresses animals and usually
chases them away from you. If an animal changes behavior when you
appear, you are too close and need to move away. Keep your machine running
quietly and smoothly. Always ride slowly away from wildlife.
Big game congregate in areas called winter range during the cold winter
months. These animals are often highly stressed in the winter due to cold
temperatures and low quality of feed. Often times, winter range areas are
closed to OHV riders to protect these animals. Respect trail closures on
winter range that are intended to protect wildlife and their habitat.
Calving grounds are areas where big game have their young in the
spring. During this time, the animals are stressed and vulnerable to
predators. Trails near calving grounds may be closed in the spring to
protect the animals. Respect the temporary trail closures to maintain
Security Habitat for wildlife and their young.
2. Answer - Myth
4. Answer – Myth
Ground nesting birds may be highly affected by OHVs if people ride near
During certain times of the year, trails may be closed to protect the land or
their nesting areas. OHVs may directly destroy the nests or stress the parent special wildlife habitats, such as winter range, calving areas, or nesting
birds so they abandon their nests.
grounds. Before leaving on a ride, review a travel map to see if there are
any travel restrictions on the trails you intend to use.
Special nesting areas are called nesting grounds and they deserve
protection. Often times, trails are closed near nesting grounds in the
Wilderness Areas are special primitive areas where motorized vehicles are
spring when the birds are nesting and raising young. Respect the seasonal not permitted. Respect Wilderness Areas that require foot or horse travel only.
trail closures that protect valuable nesting grounds.
145
5. Answer – Fact
7. Answer – Fact
The green ribbons of vegetation found along the edges of streams, rivers,
and lakes are called riparian areas. These areas stabilize the stream
banks, filter sediment to protect the water quality, and provide food and
shelter for fish and wildlife.
Trails are wet and boggy in the spring because of snowmelt and rain.
Depending on the elevation, trails can remain wet through early summer.
When trails are wet they are very susceptible to erosion or soil loss. Trails
become gullies and channel water, which then causes more erosion. Riding
OHVs in wet meadows causes deep ruts, long-term damage, and scars on the
Riparian areas are fragile and can be destroyed easily. Excessive use can
landscape. Also, water bars in the trail are more easily dislodged when trails
result in loss of vegetation and increased erosion, which causes sediment to are wet. Water bars divert water off the trail always leave them in
move into the water and reduces water quality. Protect riparian areas by
place. Autumn is another time that trails may be fragile and erode easily.
avoiding them when possible and by staying on designated trails. If you
Do not ride your OHV on wet or muddy trails. Respect temporary spring and
can't bypass the area, go easy. Don't roost (excessively spin) your tires and
autumn trail closures to protect the land. Failing to heed temporary trail
make sure to cross streams only at designated crossing sites.
closures may lead to permanent trail closures. Check with your local land
management agency for trail conditions and closure information.
6. Answer – Myth
Spark arresters do not affect speed. However, they do prevent sparks
from coming off an OHV and can help to reduce the risk of
starting a fire. Never remove a spark arrester they are legally required
on public land.
146
8. Answer – Myth
Always ask permission to ride on private land, even if you know the
landowner. Landowners will usually post signs to designate No Trespassing
restrictions.
9. Answer – Fact
10. Answer – Fact
If you come to a closed gate, make sure to close it immediately after you pass
through. Never leave a gate open even for a minute if it was closed when
you arrived. Closing gates is important to public agencies and landowners
in order to keep livestock in pastures. To protect your right to ride, always
Try to minimize your impact on stream banks. Don't ride parallel to stream
banks and in stream channels. If you have to cross a stream, ride straight
across the stream at a location with the least amount of grade. Whenever
possible use constructed crossings such as bridges and fords. All wet areas
are sensitive to erosion, soil displacement (ruts), and compaction.
Avoid riding through marshes, wet meadows, or on stream banks and
lakeshores. Be a good neighbor and citizen. Take care of the land and water!
11. Answer - FACT
12. Answer - MYTH
Noxious weeds are a real problem for land managers and private land
Endangered species are protected by law. The Endangered Species Act
leave gates as you found them.
owners. Noxious weeds, threaten the survival of native plants, which can
be harmful to wildlife and animals that depend on native plants to live.
They are spread by people, animals and vehicles. You can help to prevent
the spread of noxious weeds by cleaning off your vehicle and clothing before
and after you go out on the trail.
147
was established in 1973 and is intended to provide a way to help conserve the
habitats of endangered and threatened species and provide programs for those
species so as to prevent extinction.
You can learn to identify plants and animals that are endangered or
threatened by contacting your local land management agencies. Then be
careful to watch out for them when you are on the trail, or in certain instances
stay out of areas where their habitat may be in danger.
Myth Busting
Myth Busting
148
Myth Busting
Myth Busting
Appendix C
Activity 5.1
Values Game Cards
Print out one copy of all the cards to play the Values Game directions located in Chapter 5.
149
Cats
150
Dogs
Ben &
Jerry’s
151
Haagen
Dazs
Coke
152
Pepsi
Fishing
153
Hunting
Wheeling Hiking
154
Video Homework
Games
155
Mountains Ocean
156
City Star Shine
Lights
157

On the Right Trail

Transcription

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