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Population Dynamics
Topic: Population dynamics, population growth and survival of the species.
Target Grades: 9 through 12 with applicable adaptations per grade level. This
unit represents basic population information and various activities associated with
population growth, carrying capacity, and species survival plans.
Length: This mini-unit will take at least five hours. You will need to break the
concepts into smaller delivery units depending upon the grade level.
Standards: This unit parallels many of the content areas in the National Science Standards. The
activities will introduce content per grade level.
Grades K – 4, Life Science Content Standard C
As a result of activities in this presentation, students should develop an understanding of:
• Life cycles of organisms
• Organisms and environments
Grades 5 – 8, Life Science Content Standard C
As a result of the activities in this presentation, students should develop an understanding of:
• Populations and ecosystems
Grades 5 – 8, Science in Personal and Social Perspectives Content Standard F
As a result of activities in this presentation, students should develop understanding of:
• Populations, resources, and environments
Grades 9 – 12, Life Science Content Standard C
As a result of the activities in this presentation, students should develop an understanding of:
• Interdependence of Organisms
• Behavior of Organisms
Grades 9 – 12, Science in Personal and Social Perspectives, Content Standard F
As a result of activities in this presentation, students should develop an understanding of:
• Population Growth
• Environmental Quality
Objectives: Students will begin to understand the concepts associated with life history
patterns, population growth, and effects of population on resources and other species.
Vocabulary: Terms associated with population growth include lag phase, exponential
growth, carrying capacity, death phase, growth rate, birth rate, competition, life cycle,
biotic potential, r-strategist, K-strategist, density-dependent factors, density independent factors, food chain, life history pattern and reproductive pattern.
Terms associated with species survival include SSP (Species Survival Plan), gene pool,
and threatened, endangered and extinct species.
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Introduction Populations (Background Information)
Why is it that some animals, such as humans, tamanduas and elephants, live a long time and have few babies;
while others, such as mice, Madagascar hissing cockroaches and some fish, live a short time and have many
babies? Why is it some animals, such as cicadas and salmon, live a long time, then have a burst of babies and
die? These different patterns of living are called reproductive strategies and life history patterns.
A population is an interbreeding group of individuals. Populations have various defining characteristics,
including species of organism, time (historical), habitat, their numbers, density, distribution in space
(dispersion), age structure/demographics and niche. A population size of zero is unique in that a population
reduced to zero is said to be extinct. A population size of zero also is unique in that subsequent recovery
(increase in size) is not possible.
In this lesson you will learn how populations grow, what pressures populations face, and typical reactions of
populations depending upon their status as an “r” or “K” strategist.
Where on earth did you get that “r” and “K” stuff?
Here’s a very important equation: “A differential equation approximating the sigmoidal growth curve of an
ideal population is dN/dt = rN(K - N) / K, where r is the intrinsic rate of population growth, K is the carrying
capacity of the environment, N is the number of individuals present in a population, and t is time. For those of
you haven't had calculus, dN/dt stands for instantaneous change in N as a function of t, a slope. Thus, using this
equation one can determine the instantaneous rate of increase of a reasonably well-behaved population (change
in N as a function of time) so long as one has knowledge of the population's biotic potential, actual size, and the
carrying capacity of the environment in which the population lives.” (Lecture by Stephen T. Abedon, Oklahoma
State University, 2001.)
r-Strategists and K-Strategists
In general r-strategists share a number of features:
• They are usually found in disturbed and/or transitory habitats.
• They have short life spans. For example, the house mouse, with a maximum life span of three (3) years,
is an r-strategist.
• They begin breeding early in life.
• They usually have short generation times; that is, they have short gestation periods and are soon ready to
produce more young. For example, the housefly can produce seven (7) generations each year (each of
about 120 young). Do the math: 1 fly x 7 generations x 120 offspring. Year one, results in 840
houseflies. Year two, 840 flies x 7 generations x 120 offspring = 705,600 houseflies. You get the
picture. Biotic potential is reached.
• They produce large numbers of offspring. For example, the American oyster, releasing a million eggs in
one season, is an r-strategist. Most of its offspring will die, but the sheer size of output increases the
likelihood that some offspring will disperse to new habitats.
• They take little care of their offspring, and infant mortality is high. If we plot a survivorship curve for an
r-strategist, it is apt to take the form of the curve that drops off sharply after curve C (below). Although
humans are not r-strategists, the higher reproductive rate in countries like India may be a response to the
higher rates of infant mortality.
• They have efficient means of dispersal to new habitats.
• For r-strategists, alleles that enhance any of the traits listed above will be favored by natural selection.
Hence, r-strategists are said to be the product of r-selection.
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Typically, K-strategists share these qualities:
• They are usually found in stable habitats. For example, most of the species in a mature forest will be Kstrategists.
• They have long life spans. For example, the elephant and tortoise are K-strategists.
• They begin breeding later in life.
• They usually have long generation times. For example, it takes nine months to produce a human baby.
• Most produce small numbers of offspring. For example, birds are K-strategists with most species
producing fewer than a dozen young each year.
• They take good care of their young. Infant mortality tends to be low. If we plot a survivorship curve for
a K-strategist, it usually lies somewhere between curve C (below), where most of the population dies of
old age, and curve B, where all ages are equally at risk of being struck down by random hazards.
• K-strategists typically have evolved in such a way that they become increasingly efficient at exploiting
an ever-narrowing slice of their environment. Thus, it is not surprising that many endangered species are
K-strategists.
• For K-strategists, alleles that enhance their ability to exploit the resources of their habitat; that is, to
increase the carrying capacity (K) of their environment, will be favored by natural selection. Hence, Kstrategists are said to be the product of K-selection.
Sigmoid population growth curves will show a lag phase, section A, when populations are starting to breed and
increase in numbers, but are not so numerous that they are large numbers. B is the point of exponential growth.
Numbers are increasing dramatically. Populations are experiencing ideal conditions. C represents the carrying
capacity where competition for resources limits the size of a population and keeps the growth rate in check. D is
the death phase.
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Checks on Population Growth
Density-Independent Checks on Population Growth
The vagaries of the physical environment, for example, drought, freezes, hurricanes, floods and forest fires,
often check population growth. They not only limit population growth, but often drive existing populations well
below their previous level. It is unlikely many animals will survive long enough to show signs of aging. These
factors are described as density-independent because they exert their effect irrespective of the size of the
population. This has practical as well as theoretical importance. As the human population grows, jungles are
cleared for agriculture, farms are paved for shopping centers, rivers are dammed for hydroelectric power and
irrigation, etc. Although wildlife sanctuaries are being established, they must be made large enough to support
populations dense enough to survive density-independent checks.
An example – Lake Guri
The closing of a dam in Venezuela in 1986 flooded more than a thousand square miles, turning hundreds of
hilltops into islands. These ranged in size from less than 1 hectare (2.5 acres) to more than 150 hectares (370
acres). Within eight years, the tiniest islands (<1 hectare) lost 75% of the species that had lived there. The larger
the island, the fewer species lost. But all the islands - even the largest - lost their top predators - carnivores, such
as pumas, jaguars and eagles. Those species that did remain - mostly herbivores and small carnivores - greatly
increased their populations because of a reduction in competition for resources and no longer being eaten by
predators. The intense grazing by the increased herbivore populations is degrading the variety of plant life on
the smaller islands.
Density-Dependent Checks on Population Growth
Intraspecific Competition: Competition between members of the same species.
Much of southern New England was struck in the summer of 1980 by an infestation of the gypsy moth
(Porthetria dispar). As the summer wore on, the larvae (caterpillars) pupated; the hatched adults mated, and the
females laid masses of eggs (each mass containing several hundred eggs) on virtually every tree in the region.
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The young caterpillars that hatched in early May 1981 began feeding and molting. The results were dramatic: In
72 hours, a 50 foot beech tree or a 25 foot white pine would be completely defoliated. Large patches of forest
began to take on a winter appearance with their skeletons of bare branches. In fact, the infestation was so heavy
that many trees were completely defoliated before the caterpillars could complete their larval development. The
result was a massive die-off of the animals; very few succeeded in completing metamorphosis.
This was a dramatic example of how competition among members of one species for a finite resource - in this
case, food - caused a sharp drop in population. The effect was clearly density-dependent. The lower population
densities of the previous summer had permitted most of the animals to complete their life cycle.
Human Population Growth
Refer to the graph below to look at the population growth curve for humans. So far, we have never reached
carrying capacity because technology has allowed us to alter productivity. We have yet to run out of resources.
The question remains: How long can earth sustain human population growth at this rate?
The SSP and the Zoo Mission
Population dynamics affect the big picture and lead us to the role zoos play in conservation. The Species
Survival Plan was developed to help zoos ensure a diverse collection while promoting an expanding gene pool
that helps the survival of the species. It is unlikely Zoos will never keep species from extinction, but they can
help with problems of genetic isolation.
Take a look at the big picture: Scientists have identified and catalogued more than 1.5 million species. By some
recent estimates, there are at least 20 times that many on Earth. We're losing many of these species before they
are even discovered. Each year more and more of the species we do know about are threatened with extinction.
Endangered species are those that are in immediate danger of becoming extinct. Their numbers are usually
low, and they need protection to survive. Threatened species are those species whose populations aren't low
enough to be in immediate danger of extinction. They face serious problems and are likely to become
endangered if the problems affecting them don’t cease. Extinct species are those no longer living.
Extinction is not a new phenomenon. Looking at the history of life on Earth, it's clear that extinction has always
been a part of the natural evolutionary process. As one group of plants and animals became extinct, others
evolved. The "new" organisms may have outnumbered the "old" ones or had more efficient hunting skills, better
defense tactics or other advantages.
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Natural disasters and major environmental changes, such as volcanic eruptions or shifts in the climate also
cause extinction. Sometimes die-offs occurred on a massive scale, with hundreds of thousands of species
disappearing over a period of only a few million year – a short time geologically.
Although extinction has been occurring naturally for hundreds of millions of years, the current rate of extinction
is new. The World Conservation Union's Red List of threatened species tells us that a total of 12,259 species of
plants and animals are known to face a high risk of extinction in the near future. In almost all cases, this is a
result of human activity. This includes 24% (one in four) of all mammals and 12% (one in eight) of all birds.
This accelerated rate of extinction is directly linked to the human population explosion. The number of people
on Earth has reached a phenomenal level, from less than one billion in the year 1600, to more than six billion
today.
What is the connection between endangered species and the human population?
Many of the problems are obvious. More people take up more space, which means less living areas for animals.
People also alter and destroy habitat for lumber, minerals, oil and other products. Pollution, illegal and
excessive wildlife trade, introduced species and other people-related problems also take their toll.
But the problem people create for other species is not always so obvious. Because the human world is divided
into separate nations with different priorities and interests, there are a variety of political, social and economic
crises that affect all species. In countries where the standard of living is very low, endangered species are not
usually a priority. Yet many of these developing nations have many threatened and endangered species that
need help to survive.
To add to the problem, many multinational corporations and other companies exploit the resources in these less
developed countries. Government policies in affluent nations often support environmentally unsound practices
abroad.
How the SSP Works
Each SSP has a species coordinator who is responsible for general organization and administration. The vitality
of Earth is reflected in the variety of its inhabitants. When many species are in trouble it is a sign that the planet
isn't as healthy as it could be. The more successful we are at maintaining or improving the living conditions of
as many organisms as possible, the better our chances will be of maintaining or improving the quality of all life
on Earth.
Biological diversity is important in many different ways. Thousands of different kinds of plants and animals
have been the sources of medicines used in treating cancer, heart disease, and other illnesses. By crossbreeding
wild plants with domestic ones, scientists have created disease-resistant food crops that have improved and
revitalized older, more vulnerable, strains.
Biological diversity provides us with much more than products. It also creates a variety of special "ecosystem
services" that we use every day, such as clean water, a breathable atmosphere and natural climate control. As
water cycles through a natural community, plants and animals add waste materials. The decomposers in the
community clean up these wastes by breaking them down into nutrients and incorporating them into their own
bodies. This complex interaction of plants, animals and other microorganisms also helps remove natural and
man-made wastes from the air, prevent erosion and flooding and maintain the balance of carbon dioxide in the
atmosphere.
Preserving diversity is the principal reason for slowing the rate of extinction we've set in motion. Most of the
species that are predicted to become extinct each year are probably animals and plants that have never been
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identified, described or cataloged, so we don't even know what we're losing. Every time we lose a species, the
world becomes a poorer place.
Species Survival Plan
The Species Survival Plan, or SSP, is a cooperative population management and conservation program for the
endangered species at zoos and aquariums in North America. The SSP manages the breeding of each of 119
individual species in order to maintain a healthy, genetically-diverse and demographically-stable, selfsustaining population. It focuses the efforts of many different institutions into a single consistent program for
conservation through research, education, reintroduction and field efforts. The SSP is a program of the
American Zoo and Aquarium Association (AZA), which has 196 accredited zoos and aquariums as members.
The species coordinator works with a propagation group elected by representatives of institutions that
participate in the program. In annual meetings, the coordinator and propagation group make decisions on the
direction of the program. Participating institutions act cooperatively in the best interest of the species, moving
the animals from place to place to comply with SSP breeding recommendations. The SSP also coordinates
programs for husbandry improvements, research and field conservation efforts.
How Species are Selected
• A species must pass a number of criteria to be selected for an SSP.
• It must be endangered or threatened in the wild.
• There must be qualified professionals with the time and interest in its conservation.
• There must be enough specimens in zoological institutions to maintain a minimum viable population
(MVP).
• There has to be an adequate number of facilities and individuals qualified to care for the animals.
Concentrating a population in only one or two facilities could destroy an SSP program if disease or
disaster struck.
• Also, SSP species are often “flagship species,” well-known animals that arouse strong feelings in the
public for their preservation and protection of their habitat.
• New SSPs are approved by the AZA Worldlife Conservation and Management Committee and the
appropriate Taxon Advisory Group (TAG), which manages conservation programs for groups of species
(cats, bears, freshwater fish, etc.)
Master Plan: The Master Plan plots the “family tree” of the species for the next few years. In addition to
managing the breeding of every single animal of the species in captivity for genetic diversity and demographic
stability, the Master Plan must take into account the logistics and feasibility of animal transfers, as well as the
natural social groupings of that species. Master Plans also include recommendations not to breed certain
animals, to avoid creating a surplus that cannot be accommodated in the limited space of zoos and aquariums.
Studbooks: Studbooks are vital to the SSP; they contain the history of the entire captive population of a
species, including births, deaths, transfers and lineage. Studbooks, both regional (one continent) and
international, enable the species coordinator to make breeding recommendations.
TAGs: Taxon Advisory Groups of experts are forming for many groups of animals, such as bears, snakes,
parrots, etc. TAGs evaluate the present conditions of a taxonomic group in the North American region and
recommend species for new studbooks and SSPs. TAGs also prioritize the space and resources that will be
devoted to each species.
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Reintroduction: Several SSPs include reintroduction projects, though reintroductions are not the goal of every
SSP. For native species, SSPs are often linked to the US Fish & Wildlife Service Recovery Plans. Though
difficult, expensive and time-consuming, reintroduction projects have succeeded in bringing species back to
their places in the ecosystem.
ISIS: The International Species Information System is a valuable resource not only for SSP coordinators and
studbook keepers, but for all zoo and aquarium professionals. ISIS is a registry system for institutions
worldwide and can be used to locate which places hold what animal species.
WCMC: The Wildlife Conservation and Management Committee is an AZA committee that oversees captive
propagation, animal management, conservation and scientific efforts of the AZA. It consults with the director of
Conservation and Science at the AZA Conservation Center and reviews petitions for new studbooks, TAGs and
SSPs.
ICUN/CBSG: The Captive Breeding Specialist Group is an arm of the International Union for the Conservation
of Nature and Natural Resources. It integrates regional programs for captive breeding of endangered species in
zoological facilities worldwide.
The Kansas City Zoo participates in the following SSP Programs (October 2003).
Mammals: Baboon, Bongo – Guniea, Cheetah, Chimpanzee, Cotton-top Tamarin, Dog – African Hunting,
Elephant, Gazelle – Slender-horned, Giraffe – Masai, Gorilla – W. Lowland, Guenon – Lesser spot-nosed,
Lemur – Red ruffed, Lemur – Ring-tailed, Lion, Mangabey – Black, Mangaby-Golden-bellied, Mangaby – Redcapped, Orangutan, Oryx – Scimitar-horned, red Panda, Rhino – Eastern Black, Tree Kangaroo, Wolf – Maned,
Zebra – Hartmann’s Mountain
Birds: Andean Condor, Bali Myna, Hornbill-Great, Hornbill – Rhinocerous, Palm Cockatoo, Red-crowned
Crane, Kori Bustard
Reptiles: Green Tree Python
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Activity 1
This activity will help your student understand a population growth curve. You will need to adapt it to grade
levels.
Objective: Students will learn how populations grow in the lag phase and exponential growth phase using
manipulatives. They also will learn to graph data.
Materials: Pennies, graph paper and a calculator
Procedure:
1) Give students a handful of pennies and propose to them that they challenge their parents with a deal. The
conversation should proceed as follows: “Mom and Dad…I have a deal for you. Instead of giving me $5 a week
for allowance, start me out at a penny a day and double it every day for one month.”
Have your students use their handful of pennies for a visual aid as they add them together. Like this:
Day
Amoun
t
Day 1
$0.01
Day 2
$0.02
Day 3
$0.04
Day 4
$0.08
Day 5
$0.16
Day 6
$0.32
Day 7
$0.64
Total Week
$1.27
one
Day 8
Day 9
Day 10
Day 11
$1.32
$2.64
Etc.
& Etc.
+
=$.02
Younger students will need to pool pennies with their neighbors until they catch on.
2) Have your students continue with the math through day 30. I suggest you teach them how to set up a chart.
Older students could set up an Excel spreadsheet. What a sweet deal! They should realize how lucrative this
arrangement is for them.
3) Give your students graph paper and help them create a line graph. Older students might be able to make a
computer graph using the Excel graphing function. Use the X-axis for the days and the Y-axis for the amount of
money. Be certain to keep the scaling consistent. You will need to help students see that the units on the Y-axis
will need to be large to accommodate all the money. Then have the students connect the points with a smooth
curve. (Refer to the sigmoid growth curve from the introduction.)
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4) Next, you will teach them the language associated with the curve, using the terms lag phase and exponential
growth. Make the connections to show that in this example money grows like populations grow. This
exponential growth curve starts out with a lag phase.
• Lag phase (section A) occurs when the growth of the population is slow simply because there are not
many animals. It takes a long time for the population to get big. The birthrate does exceed the death rate
for a slow rise in total population. Resources are plentiful. Both r and K-strategist experience this growth
phase.
• Exponential growth phase (section B) occurs when populations are increasing at a dramatic rate.
Resources are not limiting populations. They are growing at unchecked rates. Growth is occurring under
ideal conditions. In this case the amount of money is growing unchecked. Both r and K-strategist
experience this growth phase.
5) You will need to direct the students to add two additional curves to their graph: One is the carrying
capacity, and the other represents the death phase. (Refer to the growth curve in the introduction.)
• Carrying Capacity (section C) occurs when the population is in a state of checks and balances.
Resources are plentiful enough to support the population at this level. K-Strategists experience this
phase.
• Death Phase (section D) occurs when the population either encounters a disaster, a disease, a limited
gene pool, or a time when the area has been depleted of resources. Both r and K-strategist experience
this growth phase. However, most r-strategists experience this phase during a season.
6) Share the animals in your collection that show the life cycle of an r-strategist and the life cycle of a Kstrategist. You will need to find animals that represent the characteristics of these strategies. You also will need
to do some independent research on their life cycles. Life cycles for these organisms help explain why they are
tagged as an “r” or “K” strategist. For this demonstration, I will be using the Madagascar hissing Cockroach for
the r-strategist and the tamandua for the K-strategist.
Evaluation: Have the students draw a population growth curve, label it and explain what is happening at each
of the four curves.
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Activity 2
This activity will allow students to understand the concept of biotic potential and human population density.
Target grade: Middle school and high school. This can be adapted to primary and intermediate by using
teacher-directed techniques.
Time: Two 50-minute class periods.
Materials needed: Many almanacs, Ripley’s Believe It or Not, internet access, graph paper and pencils.
Procedure
1) Divide student into groups and have them find:
• State with the highest population
• State with the lowest population
• State with the highest population density. For example, New Jersey has1,281 people per square mile.
• State with the least population density. For example, Alaska has one person per square mile.
• Density of your state. Kansas has 33 people per square mile.
2) On a grid, map out one square mile. Proportionally place New Jersey’s density on the grid. Talk about the
amount of space and resources available for that many people.
3) This next piece is just for fun because kids like it. Have students look up statistics concerning number of
births to humans. Have them find:
• Most babies born to any one woman
• Most babies born from one pregnancy to one woman
• Oldest mom
4) Connect your computer to the LCD projector and log on to the World Population Clock
http://opr.princeton.edu/popclock/. Time the increase for a few minutes. Calculate the projections that compare
to the year your students will be graduated from high school. Allow students to do the math and to figure out
other significant dates. Tie this back to the population density issues examined above.
5) Calculate your ecological footprint at http://www.lead.org/leadnet/footprint/intro.htm. Fill in the information
and calculate your footprint. This leads to many teachable moments, and the instructor can be very creative.
Assess the hectares needed to sustain life according to this life style. Change the information and see what
change in lifestyle has the biggest impact on the ecological footprint. Compare how many Earths it would take
to sustain the Earth’s population at this lifestyle.
6) For assessment, ask each group to build a web of words that entangle the issues concerning population
growth among humans and animals.
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To Do at the Zoo
How Zoos, Parks and Aquariums Help Wildlife
Do you know what to look for when you visit the zoo? Consider these statements:
• A good zoo should exhibit one animal of every species.
• A good zoo should exhibit a limited number of species, but keep several individuals of each.
Which statement is correct? If you chose the second, then you probably realize that modern zoos have changed
the ways animals are exhibited. You probably also realize that zoos with large collections of only one animal
per species do little to enhance the future survival of wildlife.
Modern zoos have assumed the responsibility of breeding animal species in their collections. In order to
succeed with captive breeding, zoos have:
• Given animals more space to encourage normal breeding
• Kept animals in groups when appropriate
• Reduced the number of species in their collection to achieve the best possible management of each
species
• Cooperated with one another in captive breeding programs
The old rule of judging a zoo's quality by the number of species on exhibit is no longer useful. Once zoo visitors
have become aware of the responsibilities of a modern zoo, they look for other indications that their local zoo is
doing a good job.
Groups of animals in spacious exhibits are one indication that zoo managers are encouraging the animals to
breed. Babies on exhibit are good evidence that a breeding program is effective. Sometimes exhibits are closed
to afford privacy to a mother and baby, or a mother–to–be. Of course, babies of many species are born or
hatched only in some seasons, so absence of young does not necessarily mean a lack of breeding programs.
Instead, a keen viewer might look for more subtle clues, such as courtship behavior, availability of nesting
materials, eggs, nests, breeding dens, special areas suited for young animals, or, what may appear as a
contradiction of modern exhibition practice, a male separated from others. All of these signs show a careful
captive management plan aimed at maximum breeding success.
Also, a careful observer might look closely at the composition of the group on exhibit. An exhibit containing
individuals of only one sex clearly cannot reproduce young. Where then might the zoo keep the members of the
opposite sex? Just because they are not in view does not mean they are not a part of the zoo's collection. For
health reasons they may be in areas not open to the public. They may be transferred to specialized off–site
breeding facilities. How would you be able to tell if this were the case? Often zoos place interpretive signs,
graphics or labels near exhibits to inform you of breeding plans. The possibilities of enhancing our appreciation
of the living creatures are limited only by the creativity of the designers.
While zoos offer recreation to the public, zoo managers today also realize the important role of the zoo as a
place to learn about nature. To fulfill their educational role, many zoos work hard at providing people with an
understanding of animal behaviors and roles in nature. Zoos carefully design signs and labels for this purpose.
Some signs have information about an animal's adaptations or behaviors. Brochures or maps that list times of
shows or public feedings can further enhance these activities for zoo visitors.
Children’s zoos and other interpretive areas are becoming more popular with visitors. Sometimes these
exhibitions contain special educational aids, such as sitting in an egg, or crawling through a burrow. Through
these interactive tools, people can become closely involved with the animal, or even to become the animal – if
just for a moment. Some exhibits show cutaway views or close-ups of unique animal structures, homes or nests.
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Most important of all the efforts of modern zoos is the trend toward naturalistic exhibits. Though such
improvements are costly, few zoos can resist the public's demand for exhibits that show the animal in proper
settings. Although not always a factor in successful breeding, there is little doubt that a visitor can learn more
about an animal's wild home if the exhibit depicts the natural habitat with such features as plants, rocks, or
waterfalls. Naturalistic exhibits can range from expensive, authentic recreations of natural habitats to smaller
exhibits unobstructed by bars. Glass and concealed moats have replaced bars and wires in many exhibits. Trees,
grass or sand have replaced the concrete or tile in many others.
Like the setting of a gem, the setting for animals on exhibit can influence our attitude toward wildlife. The most
important challenge for today's zoos is to create a caring public response toward all the world’s wild species.
Look carefully the next time you are in the zoo. You may be surprised.
Answer the following questions:
How can you tell that the Kansas City Zoo is doing its job?
By observation, which animals are in exhibits that are encouraging breeding? What are the lines of
evidence that support your answer?
How might a naturalistic environment encourage breeding behavior in zoo animals?
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Back at School
The following suggested activities can be found in Project Wild, 2001 edition. This curriculum is available to
teachers who have completed a certification course. Project Wild has many useful activities for grades K
through 12 concerning environmental education. We suggest these activities because they have been classroom
tested and are captivating lessons reflecting the dynamics of populations and carrying capacity.
Project Wild, Classroom Carrying Capacity, pp. 9 -11.
Target Grades: K – 4
Objectives: Students will be able to:
• Define carrying capacity
• Give examples of factors that can influence the carrying capacity of an area.
Project Wild, Oh Deer! pp. 36 - 40.
Target Grades: 5 – 8
Objectives: Students will:
• Identify and describe food, water and shelter as three essential habitat components
• Describe factors that influence carrying capacity
• Define “limiting factors” and give examples
• Recognize that some fluctuations in wildlife populations are natural as ecological systems undergo
constant change
Project Wild, Carrying Capacity, pp 46 - 48.
Target Grades: 9 - 12
Objectives: Students will:
• Formulate and test hypothesis related to wildlife populations and carrying capacity and describe the
significance of carrying capacity
Suggested web based activity addressing the species survival-breeding program.
Target Grades: 5 – 12
Objectives: Students will navigate the program and decide whether breeding the tiger to the suggested mate
would help survival of the species. Go to www.5tigers.org, click on Adventures. Click on Save the Tiger.
Answer questions.
References: Abedon, Stephen T., Oklahoma State University, 2001.
Benjamin, C.L., Garman, G.R., Funston, J.H. (1997). “Human Biology,” The McGraw-Hill Co., Inc., New
York, pp. 556-586.
Project Wild, 2001 edition Western Regional Environmental Education Council, Inc., Bethesda, MD, pp.9 – 11,
36 – 40, and 46 - 48.
Raven, P.H., Johnson, G.B. (1995). Biology (updated version). Third Edition. Wm. C. Brown publishers,
Dubuque, Iowa. pp. 450-460.
For information on America’s Zoos and Aquariums go to www.aza.org and click on AZA’s web for kids.
Kansas City Zoo Education Department - 6800 Zoo Drive - Kansas City, MO 64132 - (816) 513-5723