Unit 1 [PDF] - Wisconsin Department of Natural Resources

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UNIT I Photo Credit: Junior Prudlick
Chapter 1 Introduction to Trapper Education First muskrat. Chris Tischaefer Trapping benefits society. Trapping is highly regulated, and science-based. Trapping is a highly engaging, year-round activity. Objective - Students demonstrate an understanding of the purpose of trapping and trapper education in today’s society. Introduction Trapping is part of our North American heritage. First-time trappers in many states and Canadian provinces must complete a trapper education program covering skills, regulations, and the role of regulated trapping in scientific wildlife management. Trapper education programs teach basic techniques with a strong focus on the responsible treatment of animals, legal methods, safety, selectivity, and ethical trapper behavior. This revised Trapper Education Program was developed by the Wisconsin Department of Natural Resources, volunteer representatives from the Wisconsin Trappers Association and the Association of Fish and Wildlife Agencies. The Association is comprised of and represents professionals from fish and wildlife agencies of states, provinces and federal governments of the United States and Canada. The program was developed to: • Protect the health, safety, and welfare of people, wildlife, and domestic animals. • Support wildlife conservation programs that sustain species and ecosystems for the benefit of future generations. • Increase the benefits society currently receives from regulated trapping activities. Trapping: A Serious Commitment Trapping is a highly regulated, science-based activity because the public is concerned about wildlife conservation and the welfare of wild animals. Regulations are designed to help manage furbearing animals using safe and selective equipment and techniques. Trapping takes time and dedication. Trappers spend time studying wildlife, scouting, preparing traps, working with landowners, setting traps, running trap lines and preparing pelts. When trapping season starts, trappers must check their traps routinely until they are removed. Chapter 1 - Introduction to Trapper Education Wisconsin Trapper Education Manual 1
Page 1: Wisconsin Cooperative Trapper Educa
Page 4 and 5: Wisconsin Cooperative Trapper Educa
Page 6 and 7: Chapter 13 - Cable Devices . . . .
Page 10 and 11: Society, trappers, and non-trappers
Page 12 and 13: You can find out more about the NTA
Page 14 and 15: Objective - Students use knowledge
Page 16 and 17: Two main factors influence the econ
Page 18 and 19: Today, wildlife conservation progra
Page 20 and 21: 5. Wildlife Is Considered an Intern
Page 22 and 23: Chapter 3 Responsible Trapping Lega
Page 24 and 25: FWS Photo A history of cooperation.
Page 26 and 27: USFWS Photo Respect others who use
Page 28 and 29: Silvertip Productions Trapping inst
Page 30 and 31: Participate in open discussions on
Page 32 and 33: Common sets for beaver: • Scent-m
Page 34 and 35: Muskrat. FWS Front Rear Muskrat tra
Page 36 and 37: Mustelids - members of the weasel f
Page 38 and 39: Sets for mink: • Blind Set • Sp
Page 40 and 41: Fisher. eyewire.com Front Rear Fish
Page 42 and 43: Raccoon. FWS Photo Front Rear Racco
Page 44 and 45: Sets for opossum: • Cubby • Liv
Page 46 and 47: CITES - Convention on International
Page 48 and 49: Lures and baits for red or gray fox
Page 50 and 51: American Black Bear. USFWS Photo Fr
Page 52 and 53: Badger. Rear Front Badger tracks. F
Page 54 and 55: Canada lynx. Front Rear Canada lynx
Page 56 and 57: Chapter 4 Review - Furbearers Ident
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Identify the following tracks. 13 1
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Objective - Students use knowledge
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however, for trappers and hunters t
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Sustainable Management of Wildlife
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Regulated Trapping as a Management
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Chapter 5 Review- Furbearer Managem
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Chapter 6 Trapping Regulations Lega
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Ohio DOW Photo A 330 body-grip trap
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UNIT I Review UNIT I REVIEW 1. List
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Unit 1 [PDF] - Wisconsin Department of Natural Resources

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