Population Ecology

Mission: To awaken a sense of wonder and inspire environmental stewardship through natural science
education
Date:
Time:
Number of Students:
Contact Teachers:
Grade: 12 Grade AP Environmental Science
Location:
Resources:
Colorado Dept. of Natural Resources: http://wildlife.state.co.us/hunting/
Colorado Dept. of Natural Resources: http://wildlife.state.co.us/Hunting/ElkHuntingUniversity/ClassNotes/
Mammals of the Rocky Mountains Fisher, Pattie & Hartson
Swift, Lloyd W. A Partial History of the Elk Herds of Colorado. Journal of Mammology. Vol. 26, No. 2
(May 1945), pp. 114 119.
State Standards Addressed: High School 2.2 Life Sciences: The size and persistence of populations
depend on their interactions with each other and on the abiotic factors in an ecosystem.
Essential Questions:
How do keystone species maintain balance in an ecosystem?
How is the succession of local organisms altered in an area that is disturbed or destroyed?
Goal: Students will understand that a population will grow (or decline) exponentially as long as the
environment experienced by all individuals in the population remains constant.
Objectives: Students will:
Explain how species carrying capacity can be influenced by environment
Analyze and interpret data about the impact of removing keystone species from an ecosystem
Describe/evaluate communities in terms of primary and secondary succession as they progress over
time
Describe how habitat surveys provide important baseline information to guide management decisions
Apply field methodologies reflecting wildlife management practices developed through an
understanding of species biology and ecosystem structure
Materials: List materials for each day with so that you can check them off as you gather them.
Pre-Visit:
5 tokens per student
kitchen timer
required readings:
1. Zeigenfuss, Linda C. et. al., Aspen Ecology in Rocky Mountain National Park: Age
Distribution, Genetics, and the Effects of Elk Herbivory. pp 20,21,23,27-29
2. Kaye, M., Stohlgren, Tom. Et. al., Effects of conifers and elk browsing on quaking aspen
forests in the central Rocky Mountains, USA. pp. 6-11

Field Day:
Rope or string
Stakes
Measuring tape
Compasses
Clipboards and pencils
Pellet Group Counter Worksheets (one for each group of 3-4 students)
Biodiversity research kit
Pre Classroom Visit:
Classroom curriculum: Adapted from Project WILD
Background:
Carrying capacity affects all living things including humans. Carrying capacity may be seen as a type of
dynamic equilibrium. It is typically expressed as the number of animals of a given type that can be
supported in a given area
Carrying capacity is also interpreted more broadly as the number of living things any area of land or water
can support at any one time. It is the dynamic equilibrium expressed by the availability of habitat
components (quantity and quality of food, water, shelter, space and the suitability of their arrangement) and
the number of organisms that the habitat can support. Each area of land or water has a carrying capacity of
plants and animals. The same area will have different carrying capacities for different life forms.
Populations of living things tend to fluctuate naturally around some level. Carrying capacity is that level. A
population may be below carrying capacity in the spring following a hard winter or temporarily above it.
The latter situation inevitable results in a decline of the populations because of many natural limiting
factors (mortality, disease, emigration, lowered reproduction rate) and usually lasts for a short period.
Biological carrying capacity is different from cultural carrying capacity, which is the number of a giver
animal that people are willing to tolerate. The carrying capacity of any area can be affected and adjusted by
natural factors as well as by humans.
A population will, therefore, tend to fluctuate naturally, with or without human intervention. Humans may
not always be willing to accept the consequences of natural events, however. Examples of intentional
human intervention are reintroducing predators, feeding in winter, constructing nesting boxes, planting
additional vegetation suitable for food, relocating animals, and hunting. Human intervention can increase or
reduce a population or prevent its expansion to meet an expected natural reduction in carrying capacity.
Such an intervention may result in a higher survival rate of individuals.
Intentional intervention may be based on a particular management philosophy or practice. Management of
an area of land or water in relation to its carrying capacity for certain species can be subject to question and
controversy. Whether or how it is appropriate for humans to intervene in natural systems is sometimes a
part of such questions and controversy. Management may be defined as intentional choices based on human
goals and objectives.
Introduction: Introduction to Walking Mountains, staff, and expectations for the field day.
Equipment for Field Day: Pass out equipment lists and go over what everybody will need. Stress the
importance of planning and preparing ahead of time.
Carrying Capacity
Procedure:
1. Spread tokens out on a table in the middle of an open room. This arrangement of tokens represents
a food supply that has been fixed by the end of the growing season
2. Divide the class into herds of five students each, and have them all line up behind one member
of their herd on the periphery of the open space
3. Act as timekeeper, and set the timer to ring at intervals of 1 minute or less

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During the intervals, members from each herd take turns coming to the table and taking one piece
of food per turn, simulating the animals need to eat reasonably regularly. When the round begins,
all the first people in line from each herd will move at once to acquire food. Once they have
obtained the food, they tag the next person in their herd line, who moves to get food, who then
tags the next person, and so on. This process continues until the timer signals the end of round
one. (The length of the round depends on the size of the physical area used for the activity as well
as the size of the class of students. It should last just long enough so that some students do not get
to the food supply before the timer rings and the interval ends.)
Record the names of the students who did not acquire a token. Repeat the process until all of the
food is used up. Any member of a herd going for three rounds without obtaining at least one food
token dies.
At the end of the activity, tell the students that because the food ran out before the next growing
season could begin, additional animals died over the winter. Students without at least three tokens
to last them through the winter died.
Record the number of survivors from each herd on the board. Ask the students what happened to
the competition level between the herds as the food supply diminished during the activity. Do they
think other animals also will exhibit an increase in competition when a resource is limited?
Define carrying capacity. Ask students to explain how they think this concept is related to the
number of survivors in this activity. Why might knowledge of a carrying capacity for a particular
species in an area be important? (These numbers might help determine management strategies
when required. What factors other than food might determine how many organisms an area might
support? Do all land areas have an ultimate carrying capacity?
Discuss with the students what could be done or might happen to allow more of the population to
live through the winter on the food available. Options may include reducing the population in
various ways to match the carrying capacity (by redistributing some of the population to another
area, introducing or increasing natural predator populations, or opening an area to hunting before
the winter begins). Options to increase the carrying capacity could include bringing in or planting
more food for the herd. Another option is no action in the form of human intervention. Each
option involves costs and benefits, and each may be controversial.
Repeat the activity two more times, incorporating two different options the students have
discussed. What happens to the number of survivors that live to reproduce the next year?
Repeat the activity one more time, including one of the options used above and also include five
or six young animals born the previous spring. Designate one student in each herd to take two
food tokens each time, one for themselves and one for an offspring to simulate the variation. How
does the annual population increase affect the rest of the herd? What must now happen to reestablish the herd size within the areas carrying capacity?
Also record the number of survivors that result from the various manipulations of the carrying
capacity. What can be learned from this numerical representation? Which manipulation was the
most successful? What criteria were used to determine success? What are examples of both
cultural and natural influences on carrying capacity?
Ask the students to summarize some of the most important things they have learned about the
concept of carrying capacity.

Required Readings: Students will be given the required readings, Aspen Ecology in Rocky
Mountain National Park: Age Distribution, Genetics, and the Effects of Elk Herbivory. & Effects of
conifers and elk browsing on quaking aspen forests in the central Rocky Mountains, USA. to read
before the field day.

Field Day 1: Data collection and analysis

Field Curriculum: Adapted from Project WILD
Background:
One component of a wildlife biologists job is to gather information about local animals and plants so that
appropriate decisions can be made for their management. Assessing the size of a population is essential to
any management strategy. How does a biologist know the size of an elk population in an area? Biologists
use a variety of survey tools to gather information about the number of elk in a certain area at a certain

time. This process is known as an inventory or a census. Density count is another term biologists use to
describe how many elk they find a in a known area. One commonly used method of gathering these data in
an aerial survey. This technique is a visual count or direct accounting of what is seen on a given range.
Aerial surveys have limits in that elk may hide in the cover of trees and may go uncounted. These surveys
may be used for small areas, but they have limited application on a statewide scale. Consequently, other
methods are also used to determine populations. Tag and recapture programs and hunting records can also
be employed. Many states use computer models that estimate population size based on known reproduction
and mortality factors. One successful alternative is the strip census, or line transect, which provides an
example of what exists in a larger area. Pellet group counts are one example of a line transect. This method
gives an accurate accounting of animal use of an area of land. Because elk defecate frequently (up to 12
times a day), pellet group counts are an extremely useful way to determine the number of elk in a
predetermined area. How many elk are healthy for a given area depends on the quality of the habitat. If the
habitat is over-browsed, then the number of elk that is indicated by the pellet group count is too many. The
biologist would keep records of pellet group counts for the over-populated area over time to monitor the
progress of management strategies.
Pre-Field Trip Prep:
1. Scout the area to be used in advance
2. Students should be familiar with elk physiology and functions
3. Measure ropes to lengths of 119 and tie to a stake. One rope and stake will be needed for each
group. Note: A circle with a radius of 119 has an area of 1/100th of an acre.

Course Assignment: Present to students that they are expected to do a lab write-up as part of the
course. The instructors will also be grading each student based on individual participation/write-ups
and behavior/conduct
Environmental Briefing: Remind students about the various hazards that exist in the field specific to
the area and make sure they will be comfortable enough to be outside all day and learn. Cover the 3 Ps
of respect and learn names.
Icebreakers and Games: Human Knot, Life Raft etc.
The Rocky Mountain Elk and a Sense of Place: While hiking up the trail, ask students to look
around and observe the landscape. Do any aspen communities show sign of elk pressure? Allow
students to briefly comment on what they know about elk, and what they have noticed about them over
time as they have lived in the area.
Dropping in on Elk: Students estimate population density of elk in a given area by counting elk pellet
groups

Procedure:
1. Explain to the students that wildlife biologists use many survey methods to assess the size and
health of the elk population. One method is the pellet group count. The results of the survey help
biologists decide how to improve habitat for elk and how many permits to issue for hunting. First,
an area must be established for study. The site is inspected for droppings, and sometimes the pellet
groups are removed so that only fresh groups are counted. The biologist returns later and counts
the new pellet groups that have been deposited. This eliminates the need to guess the age of each
pellet group, and the information is more accurate. In most cases, however, the biologist saves
time by simply estimating the age of the pellet groups during the survey. We will use the latter
approach. Pellets will be observed and recorded only, not handled.
2. Ground rules for students are as follows:
Do not touch or pick up pellets or other animal droppings
Avoid wandering over the plot and trampling evidence before the survey begins
Be careful in your observations, and record information for each pellet group before moving on
3. Divide the class into groups of four students. Each group will investigate several circular plots for
elk pellets. Discuss exactly what the surveys will be doing before they begin their surveys. Find
some recent and old elk droppings, noting the characteristics between the two.
4. Set up and examine plots:

a)

Have the students disperse over the study area and select center points for plots using
terrestrial research protocol methods (attached).
b) Be sure that students follow research protocol methods an record all pertinent information into
data sheets (attached) including: plot description, canopy cover/ground cover, soil, vegetation
identification.
c) Depending on time, each group of students should attempt to complete 10 plots.
5. Calculate the findings
a) Have the students follow the procedures at the bottom of the Pellet Group Counter Worksheet
(attached) to estimate the number of elk in the study area.
b) Compare the estimates from each group, and see how close numbers were.
c) Total the plots of the class, and determine a class estimate of elk population

Solo Time: Students consider and answer a directed question concerning elk populations and the
Eagle valley.

Extensions:
1. Survey the same area of several years to build baseline data and monitor population trends.
2. Survey several types of habitats and compare density of elk populations between areas
3. Research statewide data from natural resource agencies and compare findings to the data collected
Post Classroom Visit: The final classroom day will be spent preparing research presentations, presenting
to peers, and concluding with thoughts about elk herd populations in the West and possible management
strategies.

Research Presentations: Students will have access to laptops and have the first half of the class to
plan and prepare their research presentation. Students will be graded on research content, relevance,
quality, etc.
Management Strategies: Students are tasked with arguing from the vantage of each of their two
viewpoints concerning elk herd populations based upon the data they collected in the field. They must
provide an argument as well as data, warrant, and claim to back up their viewpoint. Answers will be
presented to the class and will be graded for appropriateness and relevance to the data and topic.
Students are given the following background information:
Beaver Stream Resorts is a private 850-acre multiple use area that is situated on Forest
Service Land. The resort is developed for skiing recreation in the winter and has nature
trails for visitors and mountain bikers to enjoy during the summer. There are several
small lakes and the upper end of one lake incorporates a natural wetland that is renowned
for its excellent bird watching. There are nature trails in the forested area of the resort,
but according to land-use data, approximately 600 acres goes unused for 8 months of the
year. The resort is bordered on the east and south by suburban areas and to the north and
west by additional Forest Service land.
Residents of the Beaver Stream subdivision are petitioning the Board of Commissioners
to do something about the ever-increasing elk population. Currently, there is no hunting
on resort-dictated land (even though it belongs to the Forest Service). Hunters attest that
the elk use areas outside of the resort when it is not hunting season, but move when they
feel hunting pressure, thus lowering the take number every year. The resort has also
reported using out-of-season nuisance permits to shoot elk that are deemed unsafe to its
guests. The residents and powers-that-be in the resort have tried everything from fencing
and repellants to feeding the elk in hopes of keeping them off the golf courses and away
from the roads. Many resort-property owners are ready to use lethal control in this area.
However, the issue has divided the community and arguments about what to do with the
elk are common.

The Board of Commissioners has called a public meeting to listen to the concerns of their
constituents and ultimately to make a decision concerning the issue. A representative
from the Forest Service will also be on hand to discuss hunting issues. (Currently hunting
is not allowed on Forest Service land inside resort property) This creates an interesting
issue as state and local policies may need to be addressed. The board (and the state) has
made no decision as to what option or options to approve and has convened this meeting
to hear ideas from its constituents.
Students are then paired off and given two of the following points of view to discuss:

1.

Mrs. Santiago is a local attorney who lives in one of the resort properties. She enjoys hiking on the
nature trails in the evenings with her daughters. She is very concerned about the idea of hunting
within the resort boundaries and doesnt want harm to come to her children. Mrs. Santiago does
not oppose the lethal removal of the elk, she just wants to be sure things are done safely.

2.

Dr. Somish teaches environmental biology at Colorado Mountain University, where he also does
research on wildlife populations and factors that affect population changes. He prefers monitoring
the elk herd size annually and using a combination of management techniques tailored to the
population size each year.

3.

Mr. Opur is a member of an animal rights organization that believes that hunting of animals for
any reason is cruel and unnecessary. He enjoys seeing elk in the area but is concerned about the
potential for accidents and about the health of the elk herd. He feels that residents could use
alternate means of control.

4.

Kineta Jones is a Forest Service Officer who can testify about the reduction of the understory plant
diversity of the area and how the population of elk has affected it. She has documented evidence
that some rare plants are declining in number and some animal species are being affected by the
declining plant diversity.

5.

Steve Heston owns a big game guiding company and believes the best way to manage the deer
herd is to allow regulated hunting in the Beaver Stream Resort area. He also sees this as an
opportunity to provide hunter education to the community and to dispel some of the
misconceptions about hunting and elk management. He is willing to pay for the opportunity to
hunt within the resort boundaries and to donate a portion of the harvested meat to food shelters in
the surrounding area.

6.

Ashleigh Solomon is a homeowner at Beaver Stream and her son contracted Lyme disease last
year, and she blames the elk. She is in favor of any means of removing the elk to diminish the
threat of contracting this disease.

Information about debating:

All arguments involve the following formal aspects:
1. Claim: the starting point for an argument - a clear statement of a thesis or position to be argued.
Good claims need to be both defensible and controversial.
2.

Data: the orderly presentation of evidence that answers the question: What makes you say so?" or
"What do you have to go on?" in supporting your claim. For an argument to progress the audience
has to at least provisionally accept the data. Data must provide a safe and acceptable starting point
for proceeding with the argument

3.

Warrant: a convincing connection of the evidence to the claim. Warrants answer the question "So
What?" or "What allows you to move from that data/evidence to the claim?" A warrant explains
the evidence, usually through the use of some kind of general principle. If warrants do not
convince the audience, then backing must be marshaled to support the warrant.