LESSON 2 Carrying Capacity: What is a Viable Population? A Lesson on Numbers and Space

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "LESSON 2 Carrying Capacity: What is a Viable Population? A Lesson on Numbers and Space"

Transcription

1 Ï MATH LESSON 2 Carrying Capacity: What is a Viable Population? A Lesson on Numbers and Space Objectives: Students will: list at least 3 components which determine the carrying capacity of an area for a certain species. mathematically determine minimum range sizes for maintaining a theoretical minimum viable population for three to six animal species. Duration: One class period for Do You Have Enough Space for Those Animals? Carrying capacity as a population limiting factor. Location: classroom Background: The number of animals that can live in an area is determined by that area s carrying capacity. Carrying capacity may be seen as a type of dynamic equilibrium. It is typically expressed as the number of animals of a given type which can be supported by a given area. Carrying capacity is usually limited by some aspect of a species habitat requirements. These requirements include the quantity and quality of available food, water, shelter, space and the suitability of their arrangement. Natural and human causes both affect carrying capacity. Effects may be short or long term. Activity 1 focuses on inbreeding depression and why small populations generally are not viable ones. Activity 2 focuses on carrying capacity and the needs for large tracts of natural space for populations of animals to survive. Page 435

2 MATH Ï Activity 1: Do You Have Enough Space for Those Animals? Materials: maps of Wilderness areas or National Park areas. These can be local maps (within the state) or maps provided in the Í wilderness box. Maps should include topography. paper and pencil. student handouts population and area chart, discussion questions, pages Procedure: Have students: 1. Make copies of the student handout, page Study the range requirements for each species. 2. Calculate the minimum area required for each species. If time is limited, have them pick 3 of the listed species to work with. To do this, multiply each range value (the low value and the high value) for area needed by one individual by 50 to get the needed range for a population of 50 (25 breeding pairs). 3. Find three areas of open space on their maps which have enough acreage to support each of the species. Consider using the low end ranges first, then try to find areas that have enough space for the high end ranges. To do this, students may have to use the distance scale on the map and a conversion factor. 1 square mile = 640 acres Hint: if an area is one mile long and 1 mile wide, it contains 640 acres or 1 x 1 x 640 = 640 acres if an area is 1/2 mile long and 1/2 mile wide, it contains 1/2 x 1/2 x 640 = 1/4 x 640 = 640/4 = 160 acres if an area is 1/2 mile long and 1/4 mile wide, it contains 1/2 x 1/4 x 640= acres Students will then fill in the chart and answer the questions. Follow-up: Discuss the student answers in class. Have them compare their calculations with other students to determine their accuracy. As you reach the numbers section of each reading, have a student write the animal s name, the minimum viable population number, and the number of acres needed on the board. If it is easier, have a student read the passages and you write the numbers on the board. Page 436

3 Ï MATH Follow-up continued: After reading the passage(s), ask the students if they think they have enough animals for viable populations and if they have enough space in their chosen areas for a viable population. Have the students read or listen to either or both of these passages: Wild Hunters, Predators in Peril (the paragraphs concern Canada s population conservation goals) or Reserve Size and Populations Viability from The Wildlands Project. Reading: Wild Hunters Predators in Peril The basic principle behind calculating a minimum viable population (MVP) of a wildlife species is to determine a conservation bottom line. If we allow numbers to sink below that bottom line, we run the unacceptable risk of the species or population declining toward extinction. Calculating MVPs is a complicated and still-evolving field of population ecology. Such calculations, though they are the best guesses anyone can make for now, are fraught with uncertainty and assumptions that have been made in the absence of definitive scientific evidence. Nevertheless, the work of various researchers has helped the World Wildlife Fund make best guesses at MVPs for those large carnivores for which some information is known. Our MVP estimates are only for short-term population viability of top predators, in other words, for a 50 to 100 year time frame. Current genetic research suggests that, for long-term population viability, say for 1,000 years, ten times the number of animals and therefore ten times the amount of protected habitat, would be needed. Although these calculations are imprecise, they are the best possible to date, and they result in some pretty startling figures. For example, MVP calculations are 393 for grizzly bears, 148 for wolves, 78 for cougars, and 313 for wolverines. Using known information on the homerange or habitat requirements for these species, such MVPs translate into very large space requirements. Examples are in the order of 19,650 to 78,600 square kilometers (7,600 to 30,400 sq. miles) for a minimum viable population of grizzly bears, and between 26,650 and 59,990 square kilometers (10,300 and 22,000 sq. miles) for wolverines. The areas required for minimum viable populations of wolves and cougars are difficult to calculate because of the great variation in wolf and cougar densities occurring in different regions of Canada. Career Options: geneticist, wildlife biologist, range scientist References: Anderson, A.L., D. C. Bowden, D. M. Kattner The Puma on the Uncompahgre Plateau, Colorado. Colorado Division of Wildlife Technical Publication No. 40 CDOW, Fort Collins, Colorado. Benedict, A. D A Sierra Club Naturalist s Guide - The Southern Rockies. Sierra Club Books, San Francisco, California. Page 437

4 MATH Ï References continued: Hummel, M., S. Pettigrew, J. Murray Wild Hunters Predators In Peril. Roberts Rinehart Publishers, Niwot, Colorado. Noss, R. F. The Wildlands Project - Land Conservation Strategy. Wild Earth Special Issue Cenozoic Society, Inc. Canton, New York. p. 19. Project Wild, Secondary Activity Guide Carrying Capacity Western Regional Environmental Education Council, Project Wild, Salina Star Route, Boulder, Colorado. p Schmidt, K. J Conserving Greater Yellowstone A Teacher s Guide Northern Rockies, Conservation Cooperative, Jackson, Wyoming. Page 438

5 Ï MATH STUDENT HANDOUT Activity 1: Do You Have Enough Space for Those Animals? (copy front to back for one sheet, pages ) Information chart with range requirements for a number of species of mammals: grizzly bear From sq. miles depending on vegetation. They require substantial vegetation. wolverine From sq. miles, in general. Wolverines need all sizes of mammals to prey on and enough other large predators (wolves, lions, etc.) to kill large animals and leave carcasses which make up the wolverine s primary food source. bobcat 1-65 sq. miles depending on availability of prey adaptable to - all terrain. mountain lion sq. mi. (Colorado) depending on prey base (male ranges are larger that female ranges). lynx 6-19 sq. miles dense forest, northern areas - mature coniferous forests, need a population of small mammals to prey on. wolf 20 to 600 sq. miles - need year round supply of large ungulates (deer, elk, moose, bison) and denning cover. Procedure: 1. Study the range requirements for each species. 2. Calculate the minimum area required for each species. To do this, multiply each range value (the low value and the high value) of the area needed by one individual by 50 to get the needed range for a population of 50 (25 breeding pairs). Keep your calculations. 3. Find an area of open space on the maps for each species which has enough acreage to support 50 individuals of that species. Consider using the low end ranges first, then try to find areas that have enough space for the high end ranges. To do this, use the distance scale on the map and a conversion factor. 1 square mile = 640 acres Hint: if an area is one mile long and 1 mile wide, it contains 640 acres. This can be written in an equation to help you figure other areas: 1 x 1 x 640 = 640. If an area is 1/2 mile long and 1/2 mile wide, it contains 1/2 x 1/ 2 x 640 = 1/4 x 640 = 640/4 = 160 acres. If an area is 1/2 mile long and 1/ 4 mile wide, it contains 1/2 x 1/4 x 640= 1/8 x 640 = 640/8 = acres Page 439

6 MATH Ï STUDENT HANDOUT Activity 1: Do You Have Enough Space For Those Animals? Fill in the chart and answer the questions: Range Needs for 50 Individuals & Areas Where Each Species May be Found acreage needed for 25 pairs (50 animals) area chosen Grizzly bear Wolverine Bobcat Mountain lion Lynx Wolf After finding areas which are large enough in terms of acreage, study the terrain of the area you have chosen. Answer the following questions (on a separate piece of paper). 1. Is there enough suitable habitat for each species? Is there enough shelter, food, and water, or does the area need to be enlarged? 3. What will happen to your animal populations if there is a drought or fire? Can they move to an area of more water, or more food? 4. Can you enlarge the area without encroaching into human inhabited areas? 5. Are the areas you chose comprised of protected designated Wilderness or do they include national forest, state forest, national park, national wildlife refuges, or BLM land? What are the chances your reserves may be developed? 6. If you cannot enlarge the area, how many pairs of animals can the area support? Page 440

Bison and Banff National Park

Bison and Banff National Park Banff National Park parkscanada.gc.ca Parc national Banff parcscanada.gc.ca Bison and Banff National Park BISON RESTORATION IN BANFF NATIONAL PARK - FAQ Q. If free roaming bison haven t been in Banff National

More information

LESSON 1: EXPLORE THE ECOSYSTEM

LESSON 1: EXPLORE THE ECOSYSTEM LESSON 1: EXPLORE THE ECOSYSTEM LENGTH: 60 MINUTES GRADES/AGES: GRADES 3-7 Lesson Overview: Learn more about ecosystems and how an ecosystems species are interconnected through games and diagrams. Explore

More information

All members of the puma species carry their kittens the same way domestic cats do, and they can purr like housecats too.

All members of the puma species carry their kittens the same way domestic cats do, and they can purr like housecats too. Florida Panther In spite of many, many attempts, I have not been able to discover let alone photograph a majestic Florida panther in the wild. The tawny cat is an endangered species. The panthers I have

More information

8. Captive Breeding and Species Survival

8. Captive Breeding and Species Survival 8. Captive Breeding and Species Survival Critical Conservation Sometimes the population of a species drops to such low numbers in the wild that it is almost certain to become extinct unless we intervene

More information

Wolf Reintroduction in the Adirondacks. Prepared for Sue Fisher Vaughn, Professor, WRT 333, Scientific and Technical Writing. Prepared by Erin Cyr

Wolf Reintroduction in the Adirondacks. Prepared for Sue Fisher Vaughn, Professor, WRT 333, Scientific and Technical Writing. Prepared by Erin Cyr Wolf Reintroduction in the Adirondacks Prepared for Sue Fisher Vaughn, Professor, WRT 333, Scientific and Technical Writing Prepared by Erin Cyr 10 December 2002 Abstract Descendants of the European settlers

More information

Wolf? Wolf? A L A. Whatever Happened. Term. The word alpha applied to wolves. to the

Wolf? Wolf? A L A. Whatever Happened. Term. The word alpha applied to wolves. to the Whatever Happened to the Term A L A P H Wolf? The word alpha applied to wolves has had a long history. For many years books and articles about wolves have mentioned the alpha male and alpha female or the

More information

Big Cats. DIRECTIONS: Read the passage and answer the questions that follow.

Big Cats. DIRECTIONS: Read the passage and answer the questions that follow. IRETIONS: Read the passage and answer the questions that follow. GRE 5 REING IG TS ig ats 1 Wild cats are some of Earth's grandest treasures, and their stories excite the imaginations of people of all

More information

The Huntington Library, Art Collections, and Botanical Gardens

The Huntington Library, Art Collections, and Botanical Gardens The Huntington Library, Art Collections, and Botanical Gardens Zoo and Botanical Gardens Biome Contract Overview Students will investigate biotic and abiotic factors of different biomes by preparing a

More information

Bearly Any Ice. n Analyse the roles of organisms as part of interconnected. n Assess survival needs and interactions between organisms

Bearly Any Ice. n Analyse the roles of organisms as part of interconnected. n Assess survival needs and interactions between organisms The predator-prey relationship between polar bears and ringed seals is simulated in this active tag game. It also demonstrates the dramatic impact of increasing global temperature on polar bear survival

More information

Title: Create A New Animal. Grade Level: 3 rd -5 th. Subject: Biology. Time: 60-90 minutes

Title: Create A New Animal. Grade Level: 3 rd -5 th. Subject: Biology. Time: 60-90 minutes Title: Create A New Animal Grade Level: 3 rd -5 th Subject: Biology Time: 60-90 minutes Objective: Students will better understand physical adaptations of certain animals, and how those adaptations increase

More information

Factors Affecting Population Size

Factors Affecting Population Size Activity 4 Factors Affecting Population Size GOALS In this activity you will: Investigate the factors that affect the size of a population. Interpret a graph and make calculations to examine factors affecting

More information

Ecology and Energy Flow

Ecology and Energy Flow Ecology and Energy Flow 9 th - 12 th Grade Duration Pre-Visit: 45 minutes Visit: 1 hour Concepts Plants convert energy from the sun into biomass, making it available to other members of an ecosystem. Post-Visit:

More information

Activity 1.6: Food for Thought: Climate Change and Trophic Cascades

Activity 1.6: Food for Thought: Climate Change and Trophic Cascades Activity 1.6: Food for Thought: Climate Change and Trophic Cascades Grades 7 9 Description: Students will read an article about the impact of melting ice on the Arctic food web. Students will diagram food

More information

Satellite Pursuit: Tracking Marine Mammals

Satellite Pursuit: Tracking Marine Mammals : Tracking Marine Mammals Material adapted from: Monterey Bay Research Institute, EARTH: Satellite Tracking OPB NOVA Teachers: Ocean Animal Emergency Teach Engineering: Marine Animal Tracking Introduction:

More information

Predator & Prey. Time: 2 hours. Carnivore- a flesh-eating animal. Consumer- a heterotrophic organism

Predator & Prey. Time: 2 hours. Carnivore- a flesh-eating animal. Consumer- a heterotrophic organism Concepts: Energy passes from one living thing to another. Energy from the sun and nutrients in the soil are recycled and pass through all levels of the food chain. Consumers compete for resources and against

More information

Grade 8 English Language Arts 59B Reading and Responding Lesson 23

Grade 8 English Language Arts 59B Reading and Responding Lesson 23 GRADE 8 English Language Arts Reading and Responding: Lesson 23 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and

More information

Lesson Overview. Biodiversity. Lesson Overview. 6.3 Biodiversity

Lesson Overview. Biodiversity. Lesson Overview. 6.3 Biodiversity Lesson Overview 6.3 6.3 Objectives Define biodiversity and explain its value. Identify current threats to biodiversity. Describe how biodiversity can be preserved. THINK ABOUT IT From multicolored coral

More information

Wildlife Prairie State Park Predators They re Part of the Picture. Teacher s Packet

Wildlife Prairie State Park Predators They re Part of the Picture. Teacher s Packet Wildlife Prairie tate Park Predators They re Part of the Picture Teacher s Packet Grades: 5 th -6 th Abstract: From insect eating bats to fish-gulping eagles, predators are something special! Take a look

More information

How Many Bears Can Live in This Forest?

How Many Bears Can Live in This Forest? How Many Bears Can Live in This Forest? Teacher Plan Nuts and Bolts Objective: Students will define a limiting factor, and describe how limiting factors affect populations Grade Level: 5-8 Time: 20-45

More information

A STUDY OF BIOMES. In this module the students will research and illustrate the different biomes of the world.

A STUDY OF BIOMES. In this module the students will research and illustrate the different biomes of the world. A STUDY OF BIOMES http://bellnetweb.brc.tamus.edu/res_grid/biomes.htm A HIGH SCHOOL BIOLOGY / ECOLOGY MODULE Summary: In this module the students will research and illustrate the different biomes of the

More information

10 What Is a Species? Th i n k a b o u t t h e many different types of organisms you see in a typical day.

10 What Is a Species? Th i n k a b o u t t h e many different types of organisms you see in a typical day. 10 What Is a Species? Th i n k a b o u t t h e many different types of organisms you see in a typical day. In addition to humans, you might see mammals such as dogs and cats; birds such as robins and pigeons;

More information

Cheetah Conservation Fund- Habitats Lesson

Cheetah Conservation Fund- Habitats Lesson Cheetah Conservation Fund- Habitats Lesson Subject Areas: Sciences Time Duration: 45 minutes to 1 hour Location: Classroom or Hall Number of Learners: 10 to 40 Recommended Grade Level of Learners: Grades

More information

Overview. Background

Overview. Background Arctic Survivor LESSON GRADE LEVEL 7-12 CATEGORY Energy, Atmosphere & Climate TOPIC Climate Change TIME Warm-up: 10 60 minutes (research option dependent) Activity: 50 minutes, including debrief Wrap-up:

More information

Rocky Mountain Wolf Recovery 2009 Interagency Annual Report

Rocky Mountain Wolf Recovery 2009 Interagency Annual Report Rocky Mountain Wolf Recovery 2009 Interagency Annual Report A cooperative effort by the U.S. Fish and Wildlife Service, Nez Perce Tribe, National Park Service, Montana Fish, Wildlife & Parks, Idaho Fish

More information

SOME THINGS YOUR STUDENTS WILL WANT TO KNOW ABOUT WOLVES - AND WON T BE AFRAID TO ASK

SOME THINGS YOUR STUDENTS WILL WANT TO KNOW ABOUT WOLVES - AND WON T BE AFRAID TO ASK SOME THINGS YOUR STUDENTS WILL WANT TO KNOW ABOUT WOLVES - AND WON T BE AFRAID TO ASK 1. Are wolves dangerous to people? Wild wolves avoid people. The myths about wolves attacking and eating people are

More information

Activity 3 Giant Panda Landscape Activity

Activity 3 Giant Panda Landscape Activity Activity 3 Giant Panda Landscape Activity Objective & Overview: Students will juggle land-use planning issues relating to giant pandas and their interdependence with bamboo and other habitat characteristics,

More information

Past and Current Research on Natural Resource Issues in the Blue Mountains

Past and Current Research on Natural Resource Issues in the Blue Mountains Past and Current Research on Natural Resource Issues in the Blue Mountains Recreation, Hunting, Access Livestock Production (and Wild Ungulate Ecology) Restoration Timber Harvest, Production Biodiversity,

More information

The. Un-endangered. Species. An educational video program for grades National Shooting Sports Foundation, Inc.

The. Un-endangered. Species. An educational video program for grades National Shooting Sports Foundation, Inc. The Un-endangered Species T E A C H E R S G U I D E An educational video program for grades 7 12 National Shooting Sports Foundation, Inc. SM The Un-endangered Species INTRODUCTION Wildlife and conservation

More information

Part 1. Interactions among living things

Part 1. Interactions among living things Part 1 Interactions among living things Interactions Among Living Things Environment- All of the living and non-living things with which an organism may interact. Ecology- The study of the relationships

More information

1 Everything Is Connected

1 Everything Is Connected CHAPTER 1 1 Everything Is Connected SECTION Interactions of Living Things BEFORE YOU READ After you read this section, you should be able to answer these questions: What do organisms in an ecosystem depend

More information

Lesson 6: Everest Extremes: Biodiversity

Lesson 6: Everest Extremes: Biodiversity Everest Education Expedition Curriculum Lesson 6: Everest Extremes: Biodiversity Created by Montana State University Extended University and Montana NSF EPSCoR http://www.montana.edu/everest Overview:

More information

The Bear Facts: Grizzly Recovery in the Bitterroot Ecosystem

The Bear Facts: Grizzly Recovery in the Bitterroot Ecosystem The Bear Facts: Grizzly Recovery in the Bitterroot Ecosystem by Grace A. Wang School of Forest Resources, The Pennsylvania State University Background Few species have captured the imagination of the American

More information

Pre-Program Activity 1: Identifying Predators & Prey

Pre-Program Activity 1: Identifying Predators & Prey Grade Level: 6-8 Duration: 1 hour Next Generation Sunshine State Standards SC.6.L.14.1, SC.6.L.15.1, SC.6.N.1.3 SC.7.L.17.1, SC.7.L.17.2, SC.7.L.17.3 Program Overview: Florida is home to many large predators.

More information

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. LESSON 23 TEACHER S GUIDE Animals of the Redwood Forest by Barbara Weldon Fountas-Pinnell Level S Informational Text Selection Summary The Redwood Forest is alive with many different types of creatures,

More information

Endangered Species. In 1973, the United States Government passed legislation to protect vanishing species.

Endangered Species. In 1973, the United States Government passed legislation to protect vanishing species. Endangered Species In 1973, the United States Government passed legislation to protect vanishing species. The Endangered Species Act classifies animals based upon population numbers. The exportation or

More information

Matter and Energy in Ecosystems

Matter and Energy in Ecosystems Matter and Energy in Ecosystems The interactions that take place among biotic and abiotic factors lead to transfers of energy and matter. Every species has a particular role, or niche, in an ecosystem.

More information

Wolves in Poland. Back to Wolves and Humans Homepage

Wolves in Poland. Back to Wolves and Humans Homepage Back to Wolves and Humans Homepage Wolves in Poland Poland - one of the biggest countries of central Europe (312,685 km 2 ) is inhabited by almost 40 million people. Large wood complexes of pine, spruce,

More information

Invasives in the Food Web

Invasives in the Food Web Lesson 7 Invasives in the Food Web Grade Level: 1-6 Alaska State Science Standards: SA3.1[3-5], SC2.2[3-6], SC3.2[3-6] Subject: Science Target Skills: classification, inference, using time relationships

More information

Ecology 1 Star. 1. Missing from the diagram of this ecosystem are the

Ecology 1 Star. 1. Missing from the diagram of this ecosystem are the Name: ate: 1. Missing from the diagram of this ecosystem are the 5. ase your answer(s) to the following question(s) on the diagram below and on your knowledge of biology.. biotic factors and decomposers.

More information

Population Growth Exponential and Logistic Models vs. Complex Reality 1

Population Growth Exponential and Logistic Models vs. Complex Reality 1 Population Growth Exponential and Logistic Models vs. Complex Reality 1 I. Exponential Population Growth 1a. Suppose a single bacterium is placed in a flask that contains lots of food for bacteria. In

More information

Bio EOC Topics for Ecology, Evolution and Natural Selection:

Bio EOC Topics for Ecology, Evolution and Natural Selection: Bio EOC Topics for Ecology, Evolution and Natural Selection: UEvolutionU Difference between macroevolution and microevolution Sexual reproduction and natural selection are mechanisms of microevolution

More information

Lesson 4: Up and Down in the Wild: Predator and Prey

Lesson 4: Up and Down in the Wild: Predator and Prey Lesson 4: Up and Down in the Wild: Predator and Prey Overview Lesson 4 Level A Ages 5+ This lesson allows students to explore the interactions of two animal populations (wolves and moose) within an ecosystem.

More information

nature.ca/education Polar Bears in the Classroom Visit Student Sheet Preparatory Reading page /6

nature.ca/education Polar Bears in the Classroom Visit Student Sheet Preparatory Reading page /6 Polar Bears in the Classroom Preparatory Reading Read the introduction below and the following reference materials: Fact Sheet: General Information on Polar Bears http://nature.ca/education/cls/lp/lppbfsgen_e.cfm

More information

Guiding Principles for the Management of Hoofed Game in Austria s National Parks

Guiding Principles for the Management of Hoofed Game in Austria s National Parks Guiding Principles for the Management of Hoofed Game in Austria s National Parks Preamble Based on the objectives and visions of the Austrian National Park Strategy the present Guiding Principles for the

More information

3.0 COST OF WILDLIFE-RELATED MOTOR VEHICLE ACCIDENTS

3.0 COST OF WILDLIFE-RELATED MOTOR VEHICLE ACCIDENTS 3.0 COST OF WILDLIFE-RELATED MOTOR VEHICLE ACCIDENTS 3.1 Wildlife-related Motor Vehicle Accidents The cost of wildlife-related motor vehicle accidents to the residents of British Columbia is substantial.

More information

WHAT'S HAPPENING IN THE ENVIRONMENT? 3 SEPTEMBER 2014

WHAT'S HAPPENING IN THE ENVIRONMENT? 3 SEPTEMBER 2014 WHAT'S HAPPENING IN THE ENVIRONMENT? 3 SEPTEMBER 2014 Lesson Description In this lesson we: Look at predator-prey relationships Discuss types of competition Consider specialisation Look at the different

More information

Comments on EBR Registry Numbers , and

Comments on EBR Registry Numbers , and January 18, 2016 Minister Bill Mauro Ministry of Natural Resources and Forestry Information Centre 300 Water Street Peterborough ON K9J 8M5 Dear Minister Mauro, On behalf of a broad coalition of animal

More information

Endangered Species Day A Lesson Plan - Elementary/Middle School

Endangered Species Day A Lesson Plan - Elementary/Middle School Topic: Endangered Species Endangered Species Day A Lesson Plan - Elementary/Middle School Goals/Objective: 1) Educate students about endangered species. This includes their habitat, ecological and social

More information

Introduction to Wildlife Conservation & Management Principals

Introduction to Wildlife Conservation & Management Principals Introduction to Wildlife Conservation & Management Principals Key Topics Wildlife Conservation Management & Conservation Principles Wildlife Conservation Concept of wildlife conservation has been around

More information

Colorado Natural Heritage Program

Colorado Natural Heritage Program Colorado Natural Heritage Program Conservation Data Services Melissa A. Landon CDS Team Leader August 2006 Colorado Natural Heritage Program Department of Fish, Wildlife, and Conservation Biology Colorado

More information

WEB OF LIFE Kelp keystone species ecosystem extinction decimated predator invertebrates proliferated inhabit herbivorous biodiversity prey profound

WEB OF LIFE Kelp keystone species ecosystem extinction decimated predator invertebrates proliferated inhabit herbivorous biodiversity prey profound WEB OF LIFE Sea otters live in the shallow waters of the Pacific and in various types of habitats that include rocky shores, tidal estuaries, and kelp forests. Kelp forests are a key habitat often associated

More information

Teacher Guide. Our resource has been created for ease of use by both TEACHERS and STUDENTS alike. Sample file

Teacher Guide. Our resource has been created for ease of use by both TEACHERS and STUDENTS alike. Sample file 7 12 13 14 11 Introduction T his resource provides ready-to-use information and activities for remedial students in grades five to eight. Written to grade and using simplified language and vocabulary,

More information

Population Principles Malthus and natural populations (TSC 220)

Population Principles Malthus and natural populations (TSC 220) Population Principles Malthus and natural populations (TSC 220) Definitions Population individuals of the same species in a defined area Examples: a wildlife ecologist might study the moose and wolves

More information

Using Aerial Photography to Measure Habitat Changes. Method

Using Aerial Photography to Measure Habitat Changes. Method Then and Now Using Aerial Photography to Measure Habitat Changes Method Subject Areas: environmental education, science, social studies Conceptual Framework Topic References: HIIIB, HIIIB1, HIIIB2, HIIIB3,

More information

Fountas-Pinnell Level S Informational Text

Fountas-Pinnell Level S Informational Text LESSON 10 TEACHER S GUIDE The Return of the Yellowstone Grizzly by Knute Edwards Fountas-Pinnell Level S Informational Text Selection Summary Once present in every state west of the Continental Divide,

More information

Brown or Grizzly Bears

Brown or Grizzly Bears Brown or Grizzly Bears Larger than the black bear, male grizzly bears stand about 7 feet tall and weigh from 300 to 600 pounds (and occasionally more than 800). Females are smaller, usually weighing between

More information

MAP AND COMPASS. Background Information

MAP AND COMPASS. Background Information MAP AD COMPASS Background Information A compass is an instrument that people use to find a direction in relation to the earth as a whole. The magnetic needle in the compass, which is the freely moving

More information

Teaching Objective. Introduction

Teaching Objective. Introduction Teaching Objective By following this teacher s guide, students will use their observational skills to describe, compare and contrast the physical attributes of the Pallas Cat with domestic cats. Teachers

More information

Southern California Cougar - Bobcat Study Wildlife Health Center UC Davis. Winston Vickers and Walter Boyce

Southern California Cougar - Bobcat Study Wildlife Health Center UC Davis. Winston Vickers and Walter Boyce Southern California Cougar - Bobcat Study Wildlife Health Center UC Davis Winston Vickers and Walter Boyce The Nature Conservancy Scott Morrison, Carole Bell, Trish Smith, Brian Cohen Orange Co. Parks

More information

Measure the Lakes SOURCES CONSULTED

Measure the Lakes SOURCES CONSULTED K. Kelly Mottl kamottl@gbaps.org Washington Middle School, Green Bay, WI Measure the Lakes LESSON OVERVIEW Measuring the Lakes by K. Kelly Mottl has been designed to help students use mathematics, the

More information

BEARS. Polar Bear Photo by Jerzy Strzelecki

BEARS. Polar Bear Photo by Jerzy Strzelecki BEARS There are technically 8 species of bear which include the Asiatic Black Bear, Black Bear, Brown Bear, Panda Bear, Polar Bear, Sloth Bear, Spectacled Bear, and the Sun Bear. That being said, the North

More information

Grade Level: Pre K - Kindergarten

Grade Level: Pre K - Kindergarten Grade Level: Pre K - Kindergarten Next Generation Sunshine State Standards SC.K.L.14.1; SC.K.L.14.3; SC.K.N.1.2 Program Overview Join the adventures of Alligator, Tortoise, Raccoon and Owl as they explore

More information

Wildlife for Tomorrow :

Wildlife for Tomorrow : Wildlife for Tomorrow : The Story of Our Un-endangered Species T E A C H E R S G U I D E An educational video program for grades 4 6 National Shooting Sports Foundation, Inc. Wildlife for Tomorrow : The

More information

Zoo Connections Curriculum

Zoo Connections Curriculum Zoo Connections Curriculum Survival of the Fittest: Animals interactions and adaptations to survive in their habitats 5 th grade Curriculum is aligned with the Mississippi Academic Framework. Lessons and

More information

AP BIOLOGY SUMMER ASSIGNMENT

AP BIOLOGY SUMMER ASSIGNMENT AP BIOLOGY SUMMER ASSIGNMENT AP BIOLOGY includes topics in a college course for biology. One topic, Ecology, is usually very briefly mentioned in lecture in the year course. There are so many topics to

More information

Who Knows Utah Animals?

Who Knows Utah Animals? Who Knows Utah Animals? Fourth Grade Core: Standard 5 Objective 2 Identify common plants and animals that inhabit Utah forests, wetlands, and deserts; cite examples of physical features that allow particular

More information

Student Outcomes. Lesson Notes. Classwork. Exercises 1 and 2 (3 minutes) Socratic Discussion (3 minutes)

Student Outcomes. Lesson Notes. Classwork. Exercises 1 and 2 (3 minutes) Socratic Discussion (3 minutes) Student Outcomes Students continue to practice working with very small and very large numbers expressed in scientific notation. Students read, write, and perform operations on numbers expressed in scientific

More information

ENDANGERED AND THREATENED

ENDANGERED AND THREATENED ENDANGERED AND THREATENED Understand how species in the Sonoran Desert Region may become endangered or threatened and what is being done to protect them. ARIZONA SCIENCE STANDARDS SC03-S4C3-03&04, SC08-S1C3-07,

More information

Topo Map Mania! Map, Compass, Scale, Legend, Bearing

Topo Map Mania! Map, Compass, Scale, Legend, Bearing Topo Map Mania! Unit Topic: Navigation Grade Level: 7 th grade (with suggestions to scale for grades 6 to 8) Lesson No. 5 of 10 Lesson Subject(s): Map, Compass Key Words: Lesson Abstract Map, Compass,

More information

Bitterroot Mountain Lion Project Report January 2014

Bitterroot Mountain Lion Project Report January 2014 Bitterroot Mountain Lion Project Report January 2014 Background Wildlife managers need reliable methods to monitor mountain lion population abundance in order to manage harvest, minimize conflicts with

More information

A Penguin Foraging Simulation Game adapted from an activity on

A Penguin Foraging Simulation Game adapted from an activity on Foraging Facts (This information is on the student handout) Recent years have seen significant increases in Antarctic penguin populations. Some have argued that this is the result of reduced competition

More information

Algae Plankton Arctic Cod Seals Polar Bears

Algae Plankton Arctic Cod Seals Polar Bears Why is Climate Change such a Hot issue for the North Pole? Student Handout Scientists expect northern regions to warm up more than other parts of the world as the Earth s climate changes. If you have flown

More information

Ontario. A Year in the Life of a Black Bear. The Science Behind. Algonquin's Animals

Ontario. A Year in the Life of a Black Bear. The Science Behind. Algonquin's Animals A Year in the Life of a Black Bear Grades: 1-6 Subject: science, language arts, art Skills: listening, comprehension, application, description, construction Duration: one or two class periods Vocabulary:

More information

Research Background: Teacher Copy, Level 4

Research Background: Teacher Copy, Level 4 The Arctic is Melting So What? Featured scientists: James Screen from University of Exeter, Clara Deser from National Center for Atmospheric Research, and Lantao Sun from University of Colorado at Boulder.

More information

Gray Whales on the Move

Gray Whales on the Move Gray Whales on the Move Students trace the migration route of a gray whale and discover the gray whale s natural history. Subjects Science GRADE LEVEL Grades 6 8 TIME 60 minutes OBJECTIVES Students will

More information

Investigating Adaptations

Investigating Adaptations Investigating Adaptations 4 th Grade Duration Pre-Visit: 40 minutes Museum Visit: 60 minutes Post Visit: 50 minutes Concepts Adaptations reveal what organisms need in their environment to survive. Location

More information

Lesson 4.13: Life Science Ecosystems 1

Lesson 4.13: Life Science Ecosystems 1 Weekly Focus: Reading Comprehension Weekly Skill: Finding Evidence from Passage Lesson Summary: This week students will read two different passages with information on ecosystems. The first passage includes

More information

National Curriculum Links. Welsh Curriculum Links. Deer Management Lesson Plan Series. Lesson Plan Curriculum Links. Key Stage Geography Science

National Curriculum Links. Welsh Curriculum Links. Deer Management Lesson Plan Series. Lesson Plan Curriculum Links. Key Stage Geography Science Lesson Plan Curriculum Links National Curriculum Links Key Stage Geography Science 2 5a,b 6e 1a,c 2 3 1.6a 1.7b 3.3d Welsh Curriculum Links Key Stage Geography Science 2 Skills Locating places, environments

More information

Business Plan for the Great Migrations and Crucial Corridors Initiative

Business Plan for the Great Migrations and Crucial Corridors Initiative Business Plan for the Great Migrations and Crucial Corridors Initiative A 10-year plan to conserve Western North America s most critical wildlife linkages Phase I: Corridors of the Great North November

More information

Practice Questions 1: Evolution

Practice Questions 1: Evolution Practice Questions 1: Evolution 1. Which concept is best illustrated in the flowchart below? A. natural selection B. genetic manipulation C. dynamic equilibrium D. material cycles 2. The diagram below

More information

Rainforest Alliance Learning Site Second Grade-Lesson 1 1

Rainforest Alliance Learning Site Second Grade-Lesson 1 1 Second Grade Amazon Rainforest Conservation, Brazil National Standards for Second Grade Lessons Writing Standard 3 Level 1: K-2 1. Generates questions about topics of personal interest. 2. Uses a variety

More information

Lesson 1. Objectives: ocus: Subjects:

Lesson 1. Objectives: ocus: Subjects: Lesson 1 The Web of Life Objectives: 1. Understand the concept of an ecosystem. 2. Understand the interdependence of members of an ecosystem. Subjects: 1. Ecology 2. Language 3. Art MATERIALS: Copies of

More information

Wildlife Accident Reporting System (WARS) 1983-2002 Integrating Data into Transportation Planning

Wildlife Accident Reporting System (WARS) 1983-2002 Integrating Data into Transportation Planning Wildlife Accident Reporting System (WARS) 1983-2002 Integrating Data into Transportation Planning Leonard Sielecki, M.Sc., R.P.Bio, MCIP British Columbia Ministry of Transportation Rockies Wildlife Crossing

More information

Life in the Bay Getting to know the Bay s plants and animals

Life in the Bay Getting to know the Bay s plants and animals Life in the Bay Getting to know the Bay s plants and animals Over erview iew In this activity students will become acquainted with a plant or animal that lives in the San Francisco Bay. Students will research

More information

Furbearer Management Newsletter

Furbearer Management Newsletter West Virginia Division of Natural Resources Furbearer Management Newsletter Fall/Winter 2012/2013 Wildlife Resources Section By this time, we trust you are filling your fur sheds and reminiscing about

More information

Draw your own food chain below:

Draw your own food chain below: Food Chain Fun Student Worksheet Name: The four basic needs that every living thing requires are F, W, S and S A is a producer; it receives its energy from the sun. An animal that receives its energy from

More information

So, let s get started!

So, let s get started! Welcome everyone, thank you for coming. My name is. I m with Speaking for Wildlife, a wildlife volunteer program run by the University of New Hampshire Cooperative Extension. Speaking for Wildlife is a

More information

Living with Foxes and Skunks Goose Hunting: CWS

Living with Foxes and Skunks Goose Hunting: CWS Ministry of Natural Resources and Forestry Living with Foxes and Skunks Goose Hunting: CWS November 19 th, 2015 Town of Tecumseh Kathryn Markham, A/Management Biologist Steven Rowswell, A/Wildlife Technician

More information

Solar Matters Teacher Page

Solar Matters Teacher Page Solar Matters Teacher Page Food Chain Gangs Student Objective given a list of plant and animal species will be able to put them into food chains given a food chain will be able to explain the relationship

More information

(5) Wildlife Conservation and Management in Japan 5-1) Basic Policy and Strategy of Wildlife Conservation

(5) Wildlife Conservation and Management in Japan 5-1) Basic Policy and Strategy of Wildlife Conservation (5) Wildlife Conservation and Management in Japan 5-1) Basic Policy and Strategy of Wildlife Conservation a) Basic Concepts Wild animals and plants serve as the basic components of ecosystems, and their

More information

community 2 has a higher relative abundance in all but one species when compared to community 1.

community 2 has a higher relative abundance in all but one species when compared to community 1. 1. The diagrams below show the species found in two communities located in different parts of an African savannah. Each animal represents 25 individuals. Which statement best describes these two communities

More information

Activity 1 Exploring Animal Diets and Sizes

Activity 1 Exploring Animal Diets and Sizes Activity 1 Exploring Animal Diets and Sizes Objective & Overview: Using measurement and books, students will gain a better understanding of animal size, diversity, and diet through the fun study of wildlife.

More information

Case 1:15-cv Document 1 Filed 04/23/15 USDC Colorado Page 1 of 16 IN THE UNITED STATES DISTRICT COURT FOR THE DISTRICT OF COLORADO

Case 1:15-cv Document 1 Filed 04/23/15 USDC Colorado Page 1 of 16 IN THE UNITED STATES DISTRICT COURT FOR THE DISTRICT OF COLORADO Case 1:15-cv-00858 Document 1 Filed 04/23/15 USDC Colorado Page 1 of 16 Civil Action No. 15-858 WILDEARTH GUARDIANS, vs. Plaintiff. IN THE UNITED STATES DISTRICT COURT FOR THE DISTRICT OF COLORADO TAMARA

More information

2017 ECOLOGY SAMPLE TOURNAMENT DIV C- (YEAR 1)

2017 ECOLOGY SAMPLE TOURNAMENT DIV C- (YEAR 1) 2017 ECOLOGY SAMPLE TOURNAMENT DIV C- (YEAR 1) STATION A: FD WEB PART 1 GENERAL PRINCIPLES OF ECOLOGY 1. Almost all of the energy used by living organisms comes from where? 2. A stable environment should

More information

Worksheet: The food chain

Worksheet: The food chain Worksheet: The food chain Foundation Phase Grade 1-3 Learning area: Natural Science Specific Aim 2: Investigating phenomena in natural sciences Activity Sheet Activity 1: What is a food chain? Every time

More information

How the Limited Entry Hunting (LEH) system works

How the Limited Entry Hunting (LEH) system works How the Limited Entry Hunting (LEH) system works Except for submitting an application and receiving an authorization, most hunters are not aware of many aspects of the LEH system. Here s an overview of

More information

HOW THE LIMITED ENTRY HUNTING (LEH) SYSTEM WORKS

HOW THE LIMITED ENTRY HUNTING (LEH) SYSTEM WORKS HOW THE LIMITED ENTRY HUNTING (LEH) SYSTEM WORKS Except for submitting an application and receiving an authorization, most hunters are not aware of many aspects of the LEH system. This pamphlet outlines

More information

MANAGEMENT DIRECTION STATEMENT May, 1999

MANAGEMENT DIRECTION STATEMENT May, 1999 Kootenay District AAGEET DIRECTIO STATEET ay, 1999 for Akamina-Kishenina Provincial Park inistry of Environment Lands and Parks BC Parks Division Table of Contents I. Introduction A. Setting and Context...1

More information

Activity 3 Interview Activity

Activity 3 Interview Activity Activity 3 Interview Activity Objective & Overview: Students will experience a broad array of viewpoints by collecting other people s views on panda conservation issues. Teacher Background Information:

More information

Task 3 Reading into Writing: Endangered Animals

Task 3 Reading into Writing: Endangered Animals At a glance Level: ISE II Task 3 Reading into Writing: Endangered Animals Focus: Task 3 Reading into writing Aims: To read information about endangered animals, to answer questions about the information

More information