Rabbit Population Simulation EQ#1 Lesson #4

In this activity… DAY ONE: Students will participate in an activity that models the population of rabbits. DAY TWO: Students will graph these changes in population size over several generations. DAY THREE: Students will analyze results and explain how factors like competition for resources and predators control population growth.

DAY ONE: The Simulation The field: SCOREBOARD/SCORE KEEPER R E S O U R C E S RABB I TS TEACHER & DECOMPOSERS

DAY ONE: The Simulation Roles: Rabbits. Face away from the environment group and choose an environmental resource. Run and tag the corresponding resource on the environment side. If you TAG a resource, you live and go back to the rabbit section for the next generation. If you do NOT TAG a resource, you die and decompose (stand next to teacher.) Resources. Face away from the environment group and choose which resource you want to be (shelter, food, or water.) If a rabbit tags you, you will become a rabbit in the next generation. If no rabbit tags you, you stay as a resource for the next generation. Decomposers. Stand next to the teacher for the next generation. Go to the environmental resource side after one turn (generation.) Foxes. (not until Gen 9) Stand next to the teacher. Run and tag as many rabbits as possible when the teacher blows the whistle. If you tag ONE rabbit, you survive. If you tag MORE THAN ONE rabbit, they become a fox in the next generation.

DAY ONE: The Simulation Helpful Hints: Each person will rotate around the simulation differently. You may change roles every generation, or you may stay the same role for several generations. This simulation runs smoothly when everyone listens and participates. We will rotate through as many generations as time permits. You will earn participation points for participating in the simulation. You will lose points every time you have to be reminded to listen, move to your area, or quiet down.

DAY ONE: The Simulation The field: SCOREBOARD/SCORE KEEPER R E S O U R C E S RABB I TS TEACHER & DECOMPOSERS

DAY TWO: graphing

DAY TWO: Graphing and Analysis You will create a triple line graph that has a title, labeled axes, consistent increments, and a key. You will graph the data for the rabbits, resources, and foxes separately. Each will have its own color.

1st Period Data for Rabbit Simulation (2014) Generation Rabbits Resources Foxes 1 2 31 6 27 3 10 23 4 19 13 5 24 7 8 20 9 18 26 11 12 21 14

2nd Period Data for Rabbit Simulation (2014) Generation Rabbits Resources Foxes 1 2 31 4 29 3 8 24 17 15 5 18 9 6 7 19 10 11 21 20 12 13 14

3rd Period Data for Rabbit Simulation Generation Rabbits Resources Foxes 1 2 35 34 3 4 32 8 29 5 17 18 6 23 7 16 15 9 10 12 21 11 13 14

DAY THREE: Analysis

Answer the following questions on the back of your graph… 1.) What were the four limiting factors in this simulation? 2.) What happened to rabbits that did not tag their corresponding resource? 3.) Why did a tagged resource become a rabbit in the next round? 4.) The largest number of rabbits able to survive in the provided environment is called its ______ _______. 5.) What type of growth curve happened in the rabbit generations 1-4? (linear, exponential, etc.) 6.) Why did the dead rabbits not become a resource in the next generation? ***7.) Write a paragraph that explains how the environment influenced rabbit populations and how the introduction of foxes affects the rabbit population growth.

Answer Key 1.) The four limiting factors were food, water, shelter, and foxes. 2.) Rabbits that did not tag a resource died. 3.) Tagged resources became rabbits to simulate thriving population growth. (Happy rabbits reproduce) 4.) The largest number of rabbits able to survive in the provided environment is called its carrying capacity. 5.) The population growth was exponential at the beginning because resources were abundant and there were no predators. 6.) Dead rabbits needed to decompose before they could benefit the environment. ***7.) Answers will vary. Teacher will grade.