1. Population and Limiting Factors
I. Competition for shared resources within species.
Birth rate
B. Death rate
C. Immigration
D. Emigration
II. Competition for shared resources between species.
A. Birth rate

2. Population and Limiting Factors
I. Competition for shared resources within species.
Birth rate; resources up, then Birth rate goes up.
Resources go down, then birthrate goes down. (Direct relationship)
B. Death rate
C. Immigration
D. Emigration
II. Competition for shared resources between species.
A. Birth rate

3. Population and Limiting Factors
I. Competition for shared resources within species.
Birth rate; resources up, then Birth rate goes up.
Resources go down, then birthrate goes down.(Direct relationship)
B. Death rate; ; resources down, then death rate up. Resources go up, then death rate goes down. (Inverse relationship)
C. Immigration
D. Emigration
II. Competition for shared resources between species.
A. Birth rate
B. Death rate

4. Population and Limiting Factors
I. Competition for shared resources within species.
Birth rate; resources up, then Birth rate goes up.
Resources go down, then birthrate goes down.
B. Death rate; ; resources down, then death rate up. Resources go up, then death rate goes down.
C. Immigration; a population moves into an area seeking greater resources.
D. Emigration; a population moves out of an area
II. Competition for shared resources between species.
A. Birth rate
B. Death rate
C. Immigration
D. Emigration

5. Population and Limiting Factors
I. Competition for shared resources within species.
Birth rate; resources up, then Birth rate goes up.
Resources go down, then birthrate goes down.
B. Death rate; ; resources down, then death rate up. Resources go up, then death rate goes down.
C. Immigration; a population moves into an area seeking greater resources.
D. Emigration; a population exits out of an area due to a lack of resources or overcrowding.
II. Competition for shared resources between species.
A. Birth rate
B. Death rate
C. Immigration
D. Emigration

6. Oh Deer Stand in two lines back to back.
Each deer in the “deer line” will choose the resource he/she will be looking for.
Each resource in the “resource line” will represent one of three resources; shelter , food, water.
Then when the round begins, the deer will go to the student that represents the resource he / she is looking for.
(Demo)
At the end of each round, we will record data in our journal. What two variables will we be looking for?
The purpose is to show how competition for shared resources can be a limiting factor .
After collecting the data, predict what the graph will look like.
Graph the data.

7. Life of a wildlife biologist/ecologist
An ecologist spends much of his/her days in the field collecting data and many days in his/her office studying the data they’ve collected for various studies that they are conducting. In this scenario, you play the part of a wildlife biologist. You have been collecting data on an area of green, grassy, meadow surrounded by conifers, ferns, and a small stand of deciduous trees. Water from a small creek, runs through the meadow. The whole study area encompasses 10 square miles. The area was closed to humans in an effort to bring this ecosystem’s populations and resources back to “normal”. In the past, overhunting, trash near hiking and biking trails, off-roading and horseback riding, over fishing and pollution of the creek as well as introduction of crayfish ruined the stream and had all but driven the wildlife out and destroyed many of the native plants that thrived there. The state had it closed to outsiders for 30 years. Then you began to collect data 18 years ago to see if the experiment (closing the area to humans) was working.
1. Copy the data from the chart.
2. Graph the data.
3. Make a prediction for what may happen in year 19 and 20.
4. Write a report based on your evidence that answers the following.
The state wants to reopen the ecosystem for recreational use again . What is your recommendations to the state and why? Use evidence from research and your data to support your recommendation. See next slide for research options.

8. Articles that will help you make your recommendations along with your data
CRAYFISH
RED BROME
Planting plants that compete with Red Brome
science-and-management/volume-4/issue-1/IPSM-D /Relationships-of-Native-
Desert-Plants-with-Red-Brome-span-classgenus/ /IPSM-D pdf
OFFROADING – cons 1.
environment/ 2.
OVER HUNTING 1. 2.

9. Create a Data Chart YEAR Deer Pop Resources Antelope Predator, , , , , , , , , 2. 3. 4. 5. 6. 7. 8. 9.

10. Create a Data Chart YEAR Deer Pop Resources Antelope Predator, , , , , , , , 11 12 13 14 15 16 17 18 19

11. Limiting Factors On Deer Population
Responding Variable?
Manipulated variable?

12. Limiting Factors On Deer Population
Responding Variable?
Years of study

13. Limiting Factors On Deer Population
Population of organisms
Years of study

14. Create a Data Chart YEAR Deer Pop Resources Wolves Elk 1. 2. 3. 4. 5.6. 7. 8. 9.

15. Create a Data Chart YEAR Deer Pop Resources Wolves Elk Invasive
Species 1. 2. 3. 4. 5. 6. 7. 8. 9.

16. Create a Data Chart YEAR Deer Pop Resources Wolves Elk Invasive
Species 1. 2. 3. 4. 5. 6. 7. 8. 9.

17. Invasive Species
Click on the title above and you will be directed to a website that contains historical data of native, native transplants, exotic , hybrids, and cryptogenic species that were introduced to the Us from to 2019.
Each underlined term above will take you to its definition.
Record the definition of each in your journal.

18. AZ Game and Fish
Click on the title above and you will be directed to a website that contains the top ten invasive species of AZ.
Using the data from the previous website, categorize each of the ten invasives and identify their origin of introduction and introduction pathway.

19. Is it too late to slow down, or stop these invasive species in AZ?
You are a voting member of society. You know how laws get introduced.
Introduce a bill that will help to slow, stop , and prevent any more invasive species from coming into Arizona.
It must be constitutional.