Watershed Warriors Curriculum

Watershed Warriors
Developed by Chris Gillespie, Livingston School District and Matt Wilhelm, Invasive Species Action Network
Watershed Warriors is the property of Livingston School District and Invasive Species Action Network. Reproduction for profit is prohibited.
Watershed Warriors Curriculum Standards

COMMON CORE STANDARDS FOR MATHEMATICS
5.OA.3 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. 5.G..2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. WW (WATERSHED WARRIORS) GRAPH RELATIONSHIP BETWEEN DISSOLVED OXYGEN AND WATER TEMPERATURE 5.NBT.3 Read, write, and compare decimals to the thousandths. 5.NF.3 Interpret a fraction as division of the numerator by the denominator. WW ESPRESS WATER QUALITY PARTS PER MILLION IN FRACTIONS AND DECIMALS 5.NF.5 Interpret multiplication as scaling (resizing), by comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication WW COMPARE SCALE AND FACTORS OF WATERSHED MAPS WHILE SCALE DRAWINGS (ENLARGEMENTS AND REDUCTIONS) OCCUR IN THE CLASSROOM
5.MD.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. WW EXAMPLE:
Some of water's physical properties:

Weight: 62.416 pounds/cubic foot at 32F; 1,000 kilograms/cubic meter Weight: 61.998 pounds/cubic foot at 100F; 993 kilograms/cubic meter Weight: 8.33 pounds/gallon; 1 kilogram/liter Density: 1 gram/cubic centimeter (cc) at 39.2F, 0.95865 gram/cc at 212F
Some water volume comparisons:

1 gallon = 4 quarts = 8 pints = 128 fluid ounces = 3.7854 liters 1 liter = 0.2642 gallons = 1.0568 quart 1 million gallons = 3.069 acre-feet = 133,685.64 cubic feet
Flow rates:
1 cubic foot/second (cfs) = 449 gallons/minute = 0.646 million gallons/day = The flow rate of the Yellowstone River today: ___________ What is the weight of the water that flows in one second down the
1.98 acre-feet/day
Yellowstone today? ___________
MONTANA COMMON CORE STANDARDS FOR ENGLISH LANGUAGE ARTS

READING STANDARDS FOR LITERATURE 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 6. Describe how a narrators or speakers point of view influences how events are described, including perspectives of American Indians.
9. Compare and contrast stories in the same genre on their approaches to similar themes and topics. WW READ, DISSECT, AND DETERMINE PERSPECTIVES ABOUT WOLVES IN EUROPEAN FOLK LITERATURE AND CONTRAST THOSE TO AMERICAN INDIAN PERSPECTIVES READING STANDARDS FOR INFORMATIONAL TEXTS 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine two or more main ideas or a text and explain how they are supported by key details; summarize the text. 3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. 4. Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 5 topics or subject area. 5. Compare and contrast the overall structure (chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. 6. Analyze multiple accounts of the same event or topic, including those of historical and contemporary American Indian events and topics, noting important similarities and differences in the point of view they represent.
7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. 8. Explain how an author uses reasons and evidents to support particular points in a text, identifying which reasons and evidence support which points. 9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. 10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the end of the grades 4-5 text complexity band independently and proficiently.
WW COMPLETE WOLF PERSPECTIVE PROJECT AND READ PUBLISHED ARTICLE FROM YELLOWSTONE NATIONAL PARK ABOUT INVASIVE SPECIES IN YELLOWSTONE LAKE AFFECTING CUTTHROAT TROUT POPULATIONS. WW PREDICT HYPOTHESIZE ELK POPULATION DROPS AND CAUSES USING EVIDENCE FROM ELK HABITAT SHEETS 1-6. SEE ATTACHMENTS AT END OF THIS DOCUMENT FOR WHOLE PROJECTS TO SEE STANDARDS IN ACTION.
WRITING STANDARDS 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. WW COMPLETE WOLF PROJECT INCLUDING OPINION PIECES.
SPEAKING AND LISTENING STANDARDS 1. Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas an expressing their own clearly. 2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Summarize the points a speaker makes and explain how each claim is supported by reason or evidence. WW PARTICIPATE IN GROUP DISCUSSIONS OF LOCAL NEWPAPER ARTICLES INVOLVING WOLVES. WW HYPOTHESIZE ELK POPULATION DROPS AND CAUSES USING EVIDENCE FROM ELK HABITAT SHEETS 1-6.
STATE AND DISTRICT SCIENCE STANDARDS

... test the steps of the scientific process and test the question. . . . begin to develop a scientific question to solve and identify and practice the steps of scientific process and test the question: * Communicate in a variety of ways * Develop and understand the meaning of a variable * Question * State purpose * Hypothesis testable * Materials * Procedures * Observation * Results* Conclusions . . . select appropriate basic measurement tools:
* Thermometer * Meter stick * Balance and scale * Graduated cylinder . . . identify and explain how the earths features are constantly changing (e.g. The basic structure of the Earths interior --Plate tectonics, earthquakes, volcanoes). . . . investigate body systems, basic cell structures, and function (e.g. integumentary, skeletal, circulatory, digestive, respiratory, nervous, and muscular). . . . identify how organisms and systems of organisms obtain and use energy resources to maintain stable conditions (food webs, photosynthesis, and respiration). . . . identify how the characteristics of living and non-living systems interact and cause change within an ecosystem (i.e. Key concepts and examples: food webs, pollution/human impact, drought, primary and secondary consumers). . . . construct and use a classification system to group a variety of plants and animals according to their similarities and differences (e.g. differences between one-celled and multi-celled organisms). . . . describe the physical characteristics of the earths non-living basic materials and renewable and non-renewable resources. . . . explore scientific careers and opportunities in science.
. . . describe the benefits of scientific or technological innovations that impact society. . . . use group process to conduct scientific investigations and share outcomes with others. . . . explain how changing scientific knowledge may propose solutions to current environmental problems. . . . identify physical interactions involving changes in energy. . . . apply knowledge, including methods of classification, based on similarities and differences in basic structure, function, and life cycle processes (e.g., photosynthesis, respiration, transpiration, symbiotic relationships, adaptations; ecosystems and food chains). . . . observe and discuss scientific information related to current events and local problems. . . . identify which investigations, yield valid, reproducible results. . . . identify science as a human endeavor and an ongoing process (e.g. ask exploratory questions). . . . identify a testable question, safely plan and conduct experimental investigations, and communicate results . . . identify and accurately illustrate Earth's features, locating several observable changes of those features; identify the causes of those changes; and apply the knowledge to predict future change. . . . explain how technology, science, and society are connected.
INDIAN EDUCATION FOR ALL ESSENTIAL UNDERSTANDINGS

Essential Understanding 1 There is great diversity among the 12 tribal Nations of Montana in their languages, cultures, histories and governments. Each Nation has a distinct and unique cultural heritage that contributes to modern Montana. Essential Understanding 2 There is great diversity among individual American Indians as identity is developed, defined and redefined by entities, organizations and people. A continuum of Indian identity, unique to each individual, ranges from assimilated to traditional. There is no generic American Indian. Essential Understanding 3 The ideologies of Native traditional beliefs and spirituality persist into modern day life as tribal cultures, traditions, and languages are still practiced by many American Indian people and are incorporated into how tribes govern and manage their affairs. Essential Understanding 6 History is a story most often related through the subjective experience of the teller. With the inclusion of more and varied voices, histories are being rediscovered and revised. History told from an Indian perspective frequently conflicts with the stories mainstream historians tell. WW EXAMINE TRIBAL PLANT USES, CONSERVATION PRACTICES, AND MODERN APPLICATION OF SALISH AND CROW TRIBES THROUGH LITERATURE, POETRY, LIVE ELDER PRESTATIONS (SPEAKER SERIES), RECORDED ELDER ORATIONS, PEER PENPALS, AND PEER SOCIALIZATION.
Watershed Warriors Curriculum Lessons and Resources

A few notes about the program: Activities in BOLD are completed and scheduled with ISAN or a community professional. Activities not otherwise marked are covered by classroom instructors. Book assignments are from a 5th grade Harcourt Science textbook. Related content can be found in most science textbooks as a resource. Students complete notes and assignments in a science journal with detailed information and sketches. This program is designed to portray scientific concepts evident in the Yellowstone Watershed. It can be manipulated to fit any watershed. Pictures of this program in action can be found under the Watershed Warriors tab at www.gillespiegrade5.weebly.com
Lesson Native Fish Presentation/Watershed Warriors Introduction BOOK ASSIGNMENT B76-B81 (Water Ecosystems) Description: This is a PowerPoint presentation about Montana fish. Teacher should preface first meeting by introducing Watershed Warriors. Example:
A watershed is the area of land where all of the water that is under or upon it drains into the same place. A warrior is one who is engaged aggressively or energetically in an activity, cause, or conflict.
Watershed Warriors are students who are actively and energetically learning about the Yellowstone Watershed and how to protect it. They are stewards of our ecosystem. Classroom Follow-Up Activity: Fish Life Cycles/Facts Posters Description: This is a poster project in which students work in groups and use their notes/research to create a display depicting a Montana fish. A rubric is attached. Rising from the Shadows is also a locally based documentary about the preserving Yellowstone cutthroat trout populations. Lesson Macroinvertebrate Presentation/PowerPoint BOOK ASSIGNMENT A45-A49 (Life Cycles) Description: This is a PowerPoint presentation about aquatic macroinvertebrates. These notes will serve as background information for life cycles, food webs, and fly selection. Classroom Follow-Up Activity: Macroinvertebrate Life Cycles/Facts Posters Description: This is a poster project in which students work in groups and use their notes/research to create a display depicting an aquatic macroinvertebrate. A rubric is attached. Lesson Fly Tying Session 1 -Fly Tying Description: This particular session is designed to spark interest in the students through a hands-on activity and tie directly to macro life cycles. A class set of vices allows each student to complete their own fly. Consumable materials (hooks, feathers, felt, etc.) are needed.
Lesson Macroinvertebrate Live Sample Classification Description: A sample of live macroinvertebrates, taken from a Yellowstone River spring creek, is brought into the school. Students use a dichotomous key to identify/classify organisms. Students also identify/observe macros in various lifecycles. This experience used information from the macro powerpoint and tied directly to the first fly tying experience. Lesson Fly Selection Description: This session is an applicable, real-life use for macro life cycles as selecting a fly to fish with requires knowledge of macro life cycles. The fly selection process is identified through the scientific process in this session through notes and explicit examples. Lesson Fly Selection Stations Students move through stations containing tied flies. Each station represents a type of imitation (larvae, nymphs, adults, attractors, and streamers). Students identify station type and sketch examples of those flies. Students match insect labels to correct fly for each station. Lesson Aquatic Nuisance Species Presentation Description: This is a PowerPoint presentation about aquatic invasive species. Lesson Lake Trout vs. Cutthroat Description: This lesson uses a game of rock, paper, scissors to familiarize students with the vocabulary advantages and disadvantages. Students infer each object in the game has the same amount of advantages and disadvantages. After a class discussion, students apply this concept to Lake and Cutthroat trout in Yellowstone Lake via a newspaper article and assignment. These resources are attached.
Lesson Aquatic Nuisance Species Inspection Activity Description: A fly fishing professional comes with gear, truck, and boat and parks in the lot outside the school. Students look for sticky line indicators that have been placed on objects for practice in the first step of Inspect, Clean, and Dry. Lesson Wolf Kill Simulation BOOK ASSIGNMENT B42-B47 (Organism Competition) Description: See attached Lesson Wolf Literature/Articles Description: Students share resources from various genres depicting wolves and compare/contrast perspectives. Euro-American folklore typically portrays the wolf as a villain while Native literature reveres the same creature. Native literature can also be included as part of Indian Education for All standards. Current articles about wolves are abundant. However, as a sensitive subject, it is important to honor and teach all perspectives of this issue. Lesson Resource/Elk Game Book Assignment B28-B39 Ecosystems Description: This game is not a Watershed Warrior original. The source of the game is unknown. Students assume the role of food, shelter, or water (ecosystem resources). The teacher should choose a hand sign for each resource. One student assumes the role of an elk. Ecosystem resources line up against a wall and face that wall. The elk stands against the opposite wall facing it. Elk decides which resource to pursue and makes the corresponding hand sign. Ecosystem resources decide which resource to assume (can change each round) and make the corresponding hand sign. On the count of three, elk and ecosystem resources face each other with signs clearly showing. Elk pursues a matching hand sign and brings the resource to the elk wall. That resource becomes an
elk for the next round. This continues for each round. If an elk is unable to find the resource it has chosen, it sits on the sidelines to represent the fall of the population. Class discussion follows. Note: It is very important to set ground rules for the game beforehand to ensure safety. This game can be played in a school gym or on the playground. Lesson Riparian Food Web Presentation This is a PowerPoint presentation of riparian food webs specific to the Yellowstone Watershed. Classroom Extensions: Book Assignment B34-B39 (Food Webs) Description: Students assume the role of an organism from the local ecosystem by wearing a picture of that organism. Students are then placed in a circle with a loop (tied together) of yarn with each student holding a piece of that yarn. Use plenty of yarn to provide slack for weaving the web. Students go around the circle once and consume an appropriate organisms thread. This should weave an intricate pattern showing various relationships between organisms. Teacher cuts yarn in several places with discussion of the stability of the web each time until the web collapses. Lesson Fly Selection 2 Description: Now armed with the knowledge of food webs, ecosystems, life cycles, and fly selection, students select flies from boards for specific conditions. This can be set up according to resources available. Lesson Fly Tying 2 Description: This particular session ties the programs span of concepts together thus far. Students tie a fly that is fishable during current conditions. Livingston School District: Grasshopper Clinic for ties to the Great Depression should be scheduled as well.
Lesson Watershed Maps Description: Students take a closer look at watershed maps. What does the whole watershed encompass? Sketch a local mountain in science journals. Is the path of the water visible? Livingston School District: This coincides with the Landforms unit and erosion. Use plastic 3D relief maps to show how water travels throughout the watershed. Lesson FWP Speaker: Stream Restoration Book Assignment B110-B113 (Restoring Ecosystems) Description: FWP biologist discusses the rigors of her job and the ongoing process of science within it. Lesson The Current Description: Students view a documentary about water use and stream restoration in Paradise Valley (in Yellowstone Watershed). Lesson Physical Properties of Water BOOK ASSIGNMENT E6-E11 (Physical Properties) Description: See attached Lesson Watershed Pollution Description: Students draw examples of residential, commercial or industrial, and agricultural properties in the Yellowstone Watershed. Drawings are placed around the river in the classroom. (This can be a sheet, long paper, etc.) Discussion of pollution from each type of property follows.
BOOK ASSIGNMENT B14-B17 (Water Cycle) Livingston School District: River clean-up is about this time. Get out there with the students! Assignment: Find drains that are clearly marked DUMP NO WASTE DRAINS TO STREAM in town. Text picture to teacher for credit or sketch and provide address on paper. Lesson Water Quality Book Assignment E22-E27 (Chemical vs. Physical Properties) Description: Students conduct simple tests of a Yellowstone River water sample. Native Montana fish and macroinvertebrates water quality preferences are poignant topics of discussion. See Attached. Lesson U.S. Forest Service Fisheries Biologist Biologist uses stream table with fire-burned and unburned soil to demonstrate fires beneficial and detrimental short-term effects on stream water quality. Biologist uses PowerPoint, data, and experience to demonstrate fires long-term, beneficial effects on water quality. Lesson Macro Live Sample 2 Students analyze a sample of macroinvertebrates from Yellowstone River to determine water quality (math connection: ratios, proportions, and percentages). Lesson Casting 1 Description: Students first experience with fly casting. This particular session is presented as an introduction. Parts of a rod and line are included in this lesson. This can be set up according to available resources. Lesson Casting 2
Book Assignment F62-F65 (Potential and Kinetic Energy) Description: Students apply knowledge of kinetic and potential energy to casting a fly rod. Students are responsible for sketching a casting partners rod during casting and labeling points of various states energy. Note: A helpful way to assist students in feeling potential energy is to have them swing on the sets available on the playground first. They can feel the point of energy transfer easier than seeing it. This is a great first step. Lesson Into to Fish Anatomy PowerPoint presentation of fish anatomy as a background knowledge for fish dissection. Lesson Fish Dissection Description: Students research human body systems via textbooks and diagram assignments. Students then develop a hypothesis: Fish (do/do not) have respiratory, circulatory, digestive, and excretory systems. Students who are unsure write the question: Do fish have respiratory, circulatory, digestive, and excretory systems? During the dissection, students sketch in their journals and identify organs to search for evidence regarding the question/hypothesis. Students then write a conclusion. Our fish were donated by the Bozeman Fish Tech Center. Dissecting kits were borrowed from David Pettit at SGMS. Variations on this lesson according to resources may apply. Classroom Extension: Human vs. Fish-Comparisons and contrasts of fish and human body systems. Lesson Application of Study: Fishing Regulations and Reading a Streams Description: Students find fishing regulations for their area in current fishing regs. Fly fishing professional(s) give tips on reading water and catching fish using all previous program knowledge. Students also learn how to use a Fishing Regulations booklet from the current year. Students engage in question/answer sessions.
Lesson Jeopardy Description: A guest runs the appropriately titled game in an open-note competition for small, watershed-related prizes. Jeopardy game is available in PowerPoint format. Field Trip Fishing and BBQ Extravaganza Students visit local city park in which they rotate stations. Stations include tying flies, casting, fishing in the local lagoon, bracelet making, and native games. Fishing expertise is provided by local fishing professionals, and BBQ is provided by parents.
Name: _________________________________________________ Rainbow Trout, Brown Trout, Lake Trout, Brook Trout, Rocky Mountain Whitefish, or Cutthroat Trout MY CHOICES: 1. _________________________ 2. _________________________ 3. _________________________ 4. _________________________ 5. _________________________ 6. _________________________
Other fish of interest:
Name: _________________________________________________ Rainbow Trout, Brown Trout, Lake Trout, Brook Trout, Rocky Mountain Whitefish, or Cutthroat Trout MY CHOICES: 1. _________________________ 2. _________________________ 3. _________________________ 4. _________________________ 5. _________________________ 6. _________________________ Watershed Warriors is the property of Livingston School District and Invasive Species Action Network. Reproduction for profit is prohibited.
Watershed Fish Poster Rubric/Checklist

Design (15)
Poster is organized (5) Poster includes at least 2 informative, vibrant graphics (5) Examples: Montana Map, illustrations of fish, illustration of life cycle Titles/Headings are clear and well-defined (5) Total: _____
Cooperation/Participation (15)
Member made a visible contribution to final production of poster (5) Member treated his/her team with respect (each member was allowed a visible contribution and was given a voice) (5) Member completed research notes in science journal (5) Total: _____
Information (15)
Fish name and habitat are included (5) 5 interesting facts about fish are included (10) Total: _____
Total Score: ________/45

1. Students fill out choice form. 2. Teacher draws forms out of a hat. Students receive first choice until their fish team is full. I usually top the teams out at four members. You could also assign them beforehand. 3. Pass out rubrics as a guideline for finding information. Students use the lab (in place of SuccessMaker one day) to research information about their fish. They may sketch or take notes in their science journal for later use. Since our printers do not work, we wont use them at all. 4. Students use two Watershed Wednesdays to complete posters in their groups. Matt Wilhelm will be in the third Wednesday to discuss Aquatic Nuisance Species (ANS).
Macro Life Cycle Poster Rubric Design (25) Poster is organized (10) Poster includes at least 2 clear, vibrant graphics (5) Examples: diagramed illustrations of macro, diagram of life cycle, illustrations of flies that are tied to imitate macro Titles/Headings are clear and well-defined (10) Section Total: _____/25
Cooperation/Participation (25) Member made a visible contribution to final production of poster (5) Member treated his/her team with respect (each member was allowed a visible contribution and was given a voice) (15) Member completed research notes in science journal (5) Section Total: _____/25
Information (25) Macro name is included (5) Macro life cycle is diagrammed and labeled as complete or incomplete (5) Macro anatomy is diagrammed with thorax, abdomen, and head labeled (5) 5 interesting facts about macro are included (10) Examples: length of the adult portion of life cycle, list of flies that are tied to imitate different portions of life cycle, average number of macro adults in a hatch, time of year macro hatches, amount of life spent underwater, average size Section Total: ____/25 Total Score: ______/75
Macro Posters 1. Place students in 5 groups for the following macros: Caddis, Dragonfly, Mayfly, Midge, Stonefly 2. Pass out rubrics as a guideline for finding information. Students use the lab to research information about their macro. They may sketch or take notes in their science journal for later use. The use of printers is at the discretion of the teacher.
Yellowstone Lake Cutthroat Trout Threatened by Non-native Lake Trout

By Shelli Johnson, YellowstonePark.com/Yellowstone Journal Corporation 80,000 non-native lake trout removed from Yellowstone Lake Fisheries biologist likens removal of non-native lake trout from Yellowstone Lake to "weed control" Yellowstone Lake is home to the largest remaining population of Yellowstone cutthroat trout in North America. But since non-native lake trout were discovered in Yellowstone Lake by an angler in 1994, the famous cutthroat population has been threatened. Lake trout aren't welcome in the lake. Fisheries personnel have removed the fish in large numbers. To date, more than 80,000 lake trout have been removed. The potential damage a lake trout population can cause cutthroat is enormous. For starters, a lake trout lives through two or three generations of a cutthroat. A lake trout may live for 25-40 years, a cutthroat, maybe 10 years. "Lake trout are so long-lived," says Pat Bigelow, fisheries biologist. "A seven-year-old cutthroat is sort of an old fish. If you have seven years of serious impact on the juveniles coming up, you could lose your whole population." A big lake trout taken from Yellowstone Lake weighed 21.5 pounds. A big cutthroat in the lake - maybe even a trophy catch - would weigh about five pounds. As soon as a lake trout reaches four years old, it begins eating cutthroats, which make up half of their Watershed Warriors is the property of Livingston School District and Invasive Species Action Network. Reproduction for profit is prohibited.
diet. A couple years later, it eats cutthroats almost exclusively. Typically, a mature lake trout will eat 50 cutthroats a year. The non-native lake trout are not only eating several cutthroats a year, but they compete with the native fish for the same food sources. Lake and cutthroat trout both feed on leaches, amphipods, and lake midges. A Life Cycle for Domination Lake trout are a reproductive bunch, spawning eight to 10 years in a row, each time yielding 1,000 eggs per kilogram of body weight. This means a 20-pound lake trout could produce 10,000 eggs. If just one percent of those eggs survive, you're talking 100 new lake trout born to a single fish in one year. On the other hand, a cutthroat may spawn only once or twice during its lifetime. It doesn't take a calculator to conclude that lake trout will do serious damage in a short amount of time if left unchecked at Yellowstone Lake. A panel of fisheries experts that met in 1995 to assess the lake trout's presence and likely impacts on Yellowstone cutthroat population estimated that, with effective suppression of lake trout numbers, the cutthroat population decline might be held to 10- to 20 percent of present levels. Without some control of lake trout, the experts predicted the cutthroat population would be reduced by 70 percent in 100 years. Other Impacts The cutthroat population is valued ecologically, economically and socially. Cutthroat trout live and spawn in shallow streams and waters, providing prey for at least 42 species of birds and mammals. Grizzly bears, otters, eagles, white pelicans and osprey are just a handful of the animals that stand to lose a valuable food source if the Yellowstone Lake population is diminished. What will happen to these species if their food is scarce? Furthermore, the cutthroat trout in the lake help generate $36 million in revenues resulting from the world-class sport fishing found in Yellowstone and surrounding communities. Anglers come from all over the world to fish for these native wild fish. Critical Thinking: Where are these surrounding communities? Netting to the Rescue Since 1995, fisheries staff in Yellowstone have been netting lake trout. Some fisheries biologists have called the effort a "forever project." In 2001, Yellowstone received a new gill-netting boat, which significantly aided fisheries biologists in their netting efforts. The boat was designed as a scaled-down version of commercial gill netters used on the Great Lakes. The boat, which is 32 feet long and 14 feet wide, has a net lifter designed for pulling nets off the bottom of the lake. Watershed Warriors is the property of Livingston School District and Invasive Species Action Network. Reproduction for profit is prohibited.
Before the boat's arrival, fisheries biologists had to pull in the large nets that were full of lake trout varying in size from a half a pound to 20 pounds. It was grueling work. Last year, 18,000 were netted - five thousand more than the previous year. According to the information in the article, what is the greatest amount this number of fish could have weighed? What is the least amount this number of fish could have weighed? "We did really well last year," says Bigelow. "We increased our effort and as a result removal was up 40% over the year before." Trying to 'hit 'em hard' During Spawning Most of the lake trout currently being netted are two or three years old. These immature lake trout are found at depths of 150-250 feet. Netting is also being done in some 50-foot depth areas of the lake, where crews are able to net some large, adult lake trout. Medium-sized lake trout, however, are difficult to net because they share many of the same waters as cutthroat trout. To net this age group of lake trout, fisheries biologists have located some key spawning areas in the lake and during the lake trout's spawning season, have been able to net large numbers of medium-sized lake trout. "When lake trout reach five or six years old, they become reproductively active," says Bigelow. "We're looking to net them during times when they're segregated from the cutthroats, which means catching them during the spawning window." Bigelow says an additional spawning area near West Thumb Geyser Basin was located last year and resulted in some increased removals of mature lake trout. During recent months, fisheries personnel have been busy trying to determine additional spawning areas via mapping, says Bigelow. The goal is to find additional spawning areas this year during netting efforts so more of the medium-sized lake trout can be removed from the lake. Spawning for lake trout begins at the end of August and runs through September. Anglers Help In recent years, Yellowstone Park has issued a release inviting anglers to help control the lake trout population in Yellowstone Lake by allowing anglers to fish spawning areas of the lake during September and October. There are no creel limits. As lake trout mature, they become more predacious, Bigelow says, and they intermingle in the shallow water with the cutthroats. They move less, and are harder to catch in the gill nets. Watershed Warriors is the property of Livingston School District and Invasive Species Action Network. Reproduction for profit is prohibited.
"They have to swim into the nets for us to catch them," explains Bigelow. Bigelow says fisheries biologists are having a difficult time catching these older lake trout, but that anglers are doing quite well catching lake trout in this age group. Anglers are urged to fill out response cards after fishing the lake to report their catches. This helps fisheries biologists better monitor catch rates. A "Forever Project" Bigelow says it's not likely that the last lake trout will ever be caught in Yellowstone Lake. A more realistic goal is to get ahead of the problem, she says. She compares the lake trout removal effort to weed control. The lake trout problem isn't going to go away, but with great sustained efforts fisheries biologists might be able to prevent it from taking over the lake completely. Like weeds in a yard, the unwelcome lake trout that's populating the famous Yellowstone cutthroat's home might be reduced in numbers. Its damage should be minimized as a result of continued netting and removal of lake trout, says Bigelow.
LIST THE LAKE TROUTS ADVANTAGES OVER THE CUTTHROAT BELOW:
Use context clues to define the underlined words in the article. Write YOUR definition below.
Scarce:
Creel:
Predacious:
Sustained:
Wolf Kill Simulation

Spread the elk beans in one area of the room. Write the following species on the board: Coyote Bear Mouse Elk Willow Wolf Insect (macroinvertebrates) Trout Eagle Beaver
What would happen to the rest of the species if one was removed from an ecosystem/watershed? (Mark out Wolf.) Using the information you already know about ecosystems, hypothesize what would happen to each species if the wolf disappeared from the ecosystem. Write an arrow pointing up if you think the species population would increase. Write an arrow pointing down if you think the species population would decrease. Write no change if you think the species population would not be affected. Make a choice for each one even if you are unsure. Predictions are a method for tracking your thinking. It does not matter if you are right or wrong. Participants:
Wolf (4-5) Wolf Packs can contain 20 or more members in reality or a little as one lone wolf. The number of wolves is a significant variable in the breakdown of a kill. 4-5 represents the typical ratio of wolves to other large animals in a kill 4:1. (Except the raven, of course) Smaller animals (mouse/insect) are represented by consumption.
*Wolves, on average, chase 100 elk for every elk killed. Their ratio is 1:100. Its not a very good batting average. Why?
Mouse (1) He/she represents all mammal scavengers Insect (1) He/she represents all invertebrate scavengers Bear (1) He/she represents any/all bear or bears that may come to a kill. Eagle (1) He/she represents all Bald Eagles who may come to a kill. Coyote (1) He/she represents any lone and desperate coyote(s) that may come to a kill. Raven (Remainder of Class) Directions Before Starting: Wolves stay by their kill during the entire simulation. They may not touch another participant. Snarling and growling is permitted. Coyote will try to steal food from wolves. He/she is very sneaky and timid. He/she may not reach between two wolves or it would be certain injury or death. (Coyote will spend most of the time stalking the kill, but he/she may not get any meat.) All other participants stay in their desk unless instructed otherwise. The Breakdown: There are approximately 100 beans. Each bean represents 5 pounds of an elk. It is important to note that not all elk are 500 pounds. 1. Wolves each take a bean. 2. (Coyote is active during the whole simulation.) 3. Ravens each take a bean. They may be snarled or growl at, but they are unaffected. Ravens return to seat with bean. 4. Eagle takes a bean. 5. Wolves each take a bean. 6. Wolves curl up to sleep around kill. (Mention a big Thanksgiving dinner.) 7. Ravens each take a bean and return to seat. 8. Wolves awaken and take a bean. 9. Eagle takes a bean and returns to seat. 10. Ravens each take a bean and return to seat. (Ravens will stash meat up high in trees for later consumption.) Watershed Warriors is the property of Livingston School District and Invasive Species Action Network. Reproduction for profit is prohibited.
11. Eagle takes a bean and returns to seat. 12. Wolves take a bean. 13. Bear comes to kill and sits on top of it. He/she shows a lot of aggression to try and claim the kill. Discuss: What do you think is the outcome of the bear showing up? EVERYBODY is correct. Each kill scenario plays out a different way. Sometimes the bear is successful in keeping the kill; sometimes he/she is not. It varies depending on the number of wolves and the size and aggression of the bear.
14. 15. 16. 17. 18.
Bear takes 6 beans and returns to seat. Wolves each take two beans. Mouse comes and takes a bean. Insect comes and takes a bean. Award the coyote beans to equal 2 beans total for the simulation.
What does the rest of the beans that are left represent? (hide and skeleton +/-100 pounds) In all scientific models, some aspects are represented accurately while others are not. What about ecosystems is correctly represented in this model? What about ecosystems does this model fail to represent correctly? Ask students to make a second hypothesis next to their original if something in their thinking changed. Figure the amount eaten by each species and write it next to the correlating name on the board. The following discussion will not determine exact, 100% viable answers. Science is not always about finding a definite answer. A lot of times it is about finding the right question to ask next. Use previous ecosystem lessons/knowledge to infer how each species may be affected if the wolf was removed from the ecosystem. The following order helps connections: 1. 2. 3. 4. 5. 6. 7. 8. 9. Elk Willow Insects Trout Eagle Beaver Mice Coyote Bear
Ask questions to guide students thinking, but let them discuss possible theories/inferences. Watershed Warriors is the property of Livingston School District and Invasive Species Action Network. Reproduction for profit is prohibited.
To conclude: Which species benefitted the most? (Raven)
Information to Ponder: Wolves were eradicated from the Yellowstone Watershed during Westward Expansion. They were reintroduced by scientists/conservationists in 1995 by bringing the species from existing wild pack in Canada. (See Windows into Wonderland virtual fieldtrip for more information.) Five years ago, 25-60 ravens were documented to be on wolf kills. Today, it is possible to see up to 100 ravens on a wolf kill. Ravens can live to be 40 in the wild and 70 in captivity. They are considered one of the most intelligent animals on the face of the planet along with dolphins, pigs, and chimps. They have surpassed chimps in tests of intelligence and problem solving. Ravens will call to wolves for assistance in opening a carcass of an elk that has died from natural causes. Why do they need wolves for that? Ravens have also been documented playing with wolf pups. What is your theory for why ravens, an intelligent animal, would behave this way? Native American people have long connected the raven and the wolf. It is likely that this connection stemmed from observing them in their natural habitat. The scientific community is now observing this connection in the Yellowstone Watershed for the first time in over 100 years. How do fables and folklore of European decent depict wolves? What about Native stories?
Physical Properties of Water

Background Information: Book E6-E11 Identify Physical Property (Density, Mass, etc. used in another portion)
1.
a. Engage: Students estimated how many paper clips would fit in a full cup of water. Demonstration of fitting paper clips into a completely full cup. b. Explore: Students took notes in their journals with the ultimate goal of listing 10 physical properties of water. Students explored water properties at back tables with the following materials: a cup of water, wax paper, a dime, a quarter, a water dropper, and a paper clip. a. Students explored water properties on the wax paper. b. Class discussed attraction as a physical property of water. c. Students estimated how many drops of water would fit on a dime before it would spill over. d. Students drew the dime from the side view. e. Students repeated steps c and d with the quarter. c. Explain: Lesson on surface tension was given including a diagram of water in a cup and the discussion of one drop of water containing 20600000000000000000000000 molecules of water. Bonds between water molecules were demonstrated by students holding hands. Bonds could be broken and were not permanent but could also be rejoined. Surface tension was explained in this way. d. Extend/Elaborate: The video by naturefootage.com of a mosquito emerging was shown as a tie to fly-fishing and macroinvertabrate life cycles. Students asked how the mosquito was able to stand on the water (one always does and the answer is SURFACE TENSION), and they were reminded how the paper clips sunk at the beginning of the lessons demonstration. Each group of students tried to get a paper clip to float in their cups. e. Evaluate: Students were asked to explain in their journals how the paper clip was able to float (not breaking water surface tension). Students also were responsible
2. Place-Based Science. Students were engaged in information that applied directly to fishing a river that runs directly through the community. Additionally, students discussed ways in which the community could do its part to conserve water.
Water Facts
97% of the worlds water is SALT WATER. 2% of the worlds water is FROZEN in polar ice caps and glaciers. 1% of the worlds water is FRESH WATER, and of that most is unavailable (too far underground, polluted or trapped in soil, etc) for human use. So in the end only 0.01% of the total water on the earth is actually accessible for humans to consume.
Water Quality
Some of water's physical properties:

Weight: 62.416 pounds/cubic foot at 32F; 1,000 kilograms/cubic meter Weight: 61.998 pounds/cubic foot at 100F; 993 kilograms/cubic meter Weight: 8.33 pounds/gallon; 1 kilogram/liter Density: 1 gram/cubic centimeter (cc) at 39.2F, 0.95865 gram/cc at 212F
Some water volume comparisons:

1 gallon = 4 quarts = 8 pints = 128 fluid ounces = 3.7854 liters 1 liter = 0.2642 gallons = 1.0568 quart 1 million gallons = 3.069 acre-feet = 133,685.64 cubic feet
Flow rates:
1 cubic foot/second (cfs) = 449 gallons/minute = 0.646 million gallons/day = The flow rate of the Yellowstone River today: ___________ What is the weight of the water that flows in one second down the
1.98 acre-feet/day
Yellowstone today? ___________
Three species of macros that indicate good water quality: _____________ _____________ _____________
Physical and Chemical Properties of Water Affect Your Life Every Day
Water is unique in that it is the only natural substance that is found in all three physical statesliquid, solid, and gasat the temperatures normally found on Earth. Thats pretty cool. Pure water (which you never really find in nature) is essentially clear in color. Water does have a slight blue color to it due to the way water scatters light. Water freezes at 32 Fahrenheit (F) and boils at 212F (at sea level, but 186.4 at 14,000 feet). Water is unusual in that the solid form, ice, is less dense than the liquid form. Thus, ice floats. Water is called the "universal solvent" because it dissolves more substances than any other liquid. This means that wherever water goes, either through the ground and river or through our bodies, it takes along valuable chemicals, minerals, and nutrients.
Pure water has a neutral pH of 7, which is neither acidic (<7) nor basic (>7). The water molecule is highly cohesiveit is very sticky. Water is the most cohesive among the non-metallic liquids. Cohesion is a water property that causes surface tension. Pure water does not conduct electricity! Water becomes a conductor once it starts dissolving substances around it, especially metals. The river and creek waters near Butte are highly conductive due to mining activity. The water in this area is not optimum for trout. Sowbugs and leeches flourish. Water has a high specific heat indexit absorbs a lot of heat before it begins to get hot. This is why water is valuable to industries and in your car's radiator as a coolant. The high specific heat index of water also helps regulate the rate at which air changes temperature, which is why the temperature change between seasons is gradual rather than sudden, especially near the oceans. Water makes the surface of earth heat unevenly, causing wind. Water has a very high surface tension. In other words, water is sticky and elastic, and tends to clump together in drops rather than spread out in a thin film, like rubbing alcohol. Surface tension is responsible for capillary action, which allows water (and its dissolved substances) to move through the roots of plants and through the tiny blood vessels in our bodies. It also aids macroinvertebrates in emerging from the surface as adults. Water surface tension gives us a hatch to match while fishing. The relative high density of water allows sound to move through it long distances (ask a whale!). In sea water at 30C, sound has a velocity of 1,545 meters per second (about 3,500 miles per hour). Sound travels farther in water than in air. Air pressure affects the boiling point of water, which is why it takes longer to boil an egg in Livingston, MT than at the beach. At higher altitudes the air pressure is lower, which means that the boiling point of water is lower. Thus, it takes longer to hard-boil an egg. At sea level water boils at 212F (100C), while at 5,000 feet, water boils at 202.9F (94.9 C).
Just as the doctor administers scientific tests during a check-up to determine our health, we will test chemical and physical properties of water to determine the health of the Yellowstone River. Take detailed notes. Each test investigates a physical or chemical property. Can you decide which?
Wolf Perspective Project

Science/Social Studies/Reading/Writing/Math Before Beginning:
Choose
3 articles about wolves written in Montana or about Montana that have been published
in the last two years. They can be articles you have read in class or articles from your own research. These articles will form the basis for your project pieces. They should be interesting to you. 1. Summarize your favorite article in one paragraph. 2. Highlight one fact and one opinion in this article. 3. Show the three articles and your one summary to your instructor. Your instructor will also look for your highlighted fact and opinion in your article. This is your ticket to tic-tac-toe.
INSTRUCTORS SIGNATURE: _____________________________________________________

(You are ready to begin your projects when the line above is signed by your teacher.)
The Projects:
Complete three projects from the following page for credit. The three projects must make a Tic-Tac-Toe pattern across, vertically, or horizontally on the page. Circle or highlight each project you plan to do, and attach this form to your work AFTER ALL ARE COMPLETE. Each project is worth 25 points! Make sure to keep your work in a secure place. Rubrics are attached for each project. As you complete each project, check your work against the rubric to ensure the highest grade possible.
Timeline: Construct a timeline that describes wolves in Montana. The timeline should begin in Westward Expansion and end in modern times. Include 15 events in different years. Be sure to label your events with a description (IN YOUR OWN WORDS) and a date. *See instructor for timeline resources. Rubric is attached.*
Venn Diagram: Make a detailed Venn Diagram that compares and contrasts two different perspectives on wolves in Montana using supporting details from your articles. You must use at least 7 supporting details from your articles. This project should not include your own opinions. It should include opinions or facts from the 3 articles you chose that support a certain groups perspective (tourist, hunter, rancher, or scientist). *See guide* Opinion and Experience: Experience: Is there a time in which you have disagreed with someone who had a different perspective? Write a personal journal about one experience you have had and explain both/all points of view. (At least one page in length) Opinion: Write at LEAST 5 sentences describing AND explaining your opinions/feelings about the wolf issue. *See rubric*
Cause and Effect: Find 2 cause and effect relationships in the wolf issue. Complete a flow chart and four square for each. Use facts from your articles. Choose your best completed four square to write a paragraph describing a cause/effect relationship in the wolf issue. *See guide*
Venn Diagram: Make a detailed Venn Diagram that compares and contrasts two different perspectives on wolves in Montana using supporting details from your articles. You must use at least 7 supporting details from your articles. This project should not include your own opinions. It should include opinions or facts from the 3 articles you chose that support a certain groups perspective (tourist, hunter, rancher, or scientist). *See guide* Advertisement: Illustrate an advertisement poster for two perspectives of wolves in Montana. Create each ad on a separate piece of computer paper. Use at least two details from the articles in each advertisement. Each ad needs to be in color and take up at least 90% of the page. *See rubric*
Advertisement: Illustrate an advertisement poster for two perspectives of wolves in Montana. Create each ad on a separate piece of computer paper. Use at least two details from the articles in each advertisement. Each ad needs to be in color and take up at least 90% of the page. *See rubric*
Timeline: Construct a timeline that describes wolves in Montana. The timeline should begin in Westward Expansion and end in modern times. Include 15 events in different years. Be sure to label your events with a description (IN YOUR OWN WORDS) and a date. *See instructor for timeline resources. Rubric is attached.*
Venn Diagram: Make a detailed Venn Diagram that compares and contrasts two different perspectives on wolves in Montana using supporting details from your articles. You must use at least 7 supporting details from your articles. This project should not include your own opinions. It should include opinions or facts from the 3 articles you chose that support a certain groups perspective (tourist, hunter, rancher, or scientist). *See guide*
Wolf Timeline Rubric

Timeline has AT LEAST 15 events FROM DIFFERENT YEARS marked. (15 points)
Timeline is easy to read and done neatly. (2 points)
Timeline has years marked in MATHEMATICAL INCREMENTS. (2 points)
All events are in chronological order. (2 points)
Timeline has an appropriate title. (2 points)
Timeline begins in Westward Expansion time period and ends in 2012 or 2013. (2 points)
Total Score: ___________

Total Points Possible: 25

VENN DIAGRAM GUIDE
STEP ONE: List details from your articles or the wolf book tub below. Include your source! 7 points
1. ______________________________________________ 2. ______________________________________________ 3. ______________________________________________ 4. ______________________________________________ 5. ______________________________________________ 6. ______________________________________________ 7. ______________________________________________

STEP TWO: Label each circle of the Venn Diagram with a perspective (tourist, hunter, rancher, scientist). . 2 points STEP THREE: Place the number of each detail into an appropriate portion of the diagram. . 14 points STEP FOUR: Give your diagram a title. . 2 points
TOTAL POINTS EARNED: _____/25

Cause and Effect Guide STEP ONE: COMPLETE THE FOLLOWING FOR EACH CAUSE/EFFECT RELATIONSHIP
Cause/Effect Relationship #1 (2 points)
Cause:
Effect:
4 Square (5 points)
Detail: Detail:
Topic Sentence:
Detail:
Detail:
Cause/Effect Relationship #2 (2 points)

Cause:
Effect:
4 Square (5 points)
Detail: Detail:
Topic Sentence:
Detail:
Detail:
STEP TWO: Choose your favorite, completed 4 square. Write a paragraph using your chosen 4 square and attach it to your projects. (10 points) STEP THREE: Title your paragraph appropriately. (1 point)

EXPERIENCE AND OPINION RUBRIC
Experience: Journal explains BOTH/ALL perspectives of the incident. (10 points) Journal entry is at least one page in length. (5 points)
Opinion: Opinion includes at LEAST 5 sentences. (5 points) Opinion writing offers explanations about opinion formed about the wolf issue. (5 points)
ADVERTISEMENT RUBRIC
Advertisement #1
Two details from an article or book are included in the advertisement. (6 points) The advertisement uses at least 90% of the computer paper. (2 points) The advertisement is in support of one perspective of the wolf issue (tourist, hunter, rancher, scientist). (3 points) Advertisement is in color. (1 point) Advertisement Score: ______/12
Advertisement #2
Two details from an article or book are included in the advertisement. (6 points) The advertisement uses at least 90% of the computer paper. (2 points) The advertisement is in support of an additional perspective of the wolf issue (tourist, hunter, rancher, scientist). Do not choose the same perspective as your first advertisement. (4 points) Advertisement is in color. (1 point) Advertisement Score: ______/13
TOTAL SCORE EARNED: _____/25
C. John Graves A case study is an excellent way to help students think like scientists as they work to solve a dilemma. With case studies, students are presented small bits of information through structured or guided inquiry, much the same way that scientific research data slowly add to the knowledge base of a given study. Students must think critically about the evidence provided and evaluate which factors are most relevant to the studys driving questions. The National Science Education Standards (NRC 1996) clearly establish inquiry as a standard in which students use scientific reasoning and critical thinking. Inquiry instruction has been described as falling along the Inquiry Continuum (NRC 2000), which includes structured and guided inquiry. Case studies are one way to incorporate inquiry in the classroom (Bonnstetter 1998), as students analyze data, draw hypotheses, think scientifically, and test conclusions. This article describes a case study of elk in Yellowstone National Park. Students read short narratives, based on scientific research data, about the puzzling question of why some elk live substantially longer than others in certain areas of Yellowstone. Each successive narrative provides more clues to solving this puzzle. Students are encouraged to model scientists approach by asking questions, examining evidence, and designing possible research studies to find answers to the question of elk mortality.
A case study is a story designed with the intent to engage learners in solving a problem and discovering its underlying principles (Miller, Moon, and Elko 2000).
The case study

Rocky Mountain elk (Cervus elaphus) living in Yellowstone National Park belong to the most abundant large-mammal population in the park. Their habitat includes high-elevation grasslands and Lodgepole pine forests. Rocky Mountain elk have the choice of living in one of two areas in Yellowstonethe Lamar Valley in the northeastern region of the park or the Madison River Valley, which lies between West Yellowstone, Montana, and Madison Junction, Wyoming, in the northwestern portion of Yellowstone. The elk herd population in the Lamar Valley is about 8,00012,000; the average life span of elk in this area is 16 years, with some elk living 2025 years. In the Madison River Valley, however, the average life span of elk is 10 years, and no adult elk live beyond 16 years. The herd size in this area is about 500800.
Two overarching questions drive this activity:

1. Why do elk in the Madison River Valley have a shortened life span compared to elk in the Lamar Valley; and 2. What has caused the reduction of the Madison River Valley herd size?
Elk habitat activity sheet 1

Narrative Rocky Mountain elk are the most abundant large mammal in Yellowstone National Park, numbering up to 20,000 in the summer. Male elk, called bulls, have large antlers containing calcium, which are shed and regrown each year. Female elk, called cows, usually have one baby, or calf, per year. Although widely distributed throughout Yellowstone, large concentrations of elk are found in the Lamar Valley in the northeast region of the park. The valley is approximately 25 km long and up to 3 km wide, void of trees, with the Lamar River cutting a channel through glacial deposit material. The edges of the valley rise up to forests of Douglas fir, Lodgepole pine, and Engelmann spruce. The predominant vegetation in the valley is mountain big sagebrush and several grass species, including Idaho fescue. The road to Cooke City, Montana, follows the northern edge of the valley and is maintained year-round. In addition to elk, the area is home to wolves (reintroduced to Yellowstone in 1995), grizzly bears, bison, coyotes, and other small mammals. Snowfall is abundant, but foraging opportunities for the animals exist, so a winter population of 8,00012,000 elk has historically been supported in the Lamar Valley. By contrast, the Madison River Valley is only 10 km long and up to 2 km wide. The Madison River Valley is formed by the confluence of the Firehole and Gibbon Rivers at the head of the drainage. The underlying bedrock is volcanic. The West Entrance road cuts through the valley connecting West Yellowstone, Montana, and Madison Junction, Wyoming, in Yellowstone Park. The road is closed to wheeled traffic in the winter, but is used by over-snow vehicles. A resident herd of 500800 elk has historically inhabited this area, along with mule deer, bison, coyotes, wolves, occasional grizzly bears, and other small mammals. Geothermal activity along the valley floor keeps winter snow melted, away from the river and hot spring areas. Some grasses are able to grow year-round in the hot springs area, and elk use this food source throughout the year.
Questions 1. If you were an elk, in which habitat would you choose to live and why? 2. What major differences do you notice between the two habitats? 3. What effect do you think predation has on the elk herds in the two habitats?

Narrative In the mid 1990s, researchers began to notice changes in the population numbers of the two elk herds. The average age of Lamar Valley elk was approximately 16 years, with the oldest animals living 2025 years. In the Madison River Valley, however, the average age of elk was approximately 10 years, with no elk living beyond 16 years. Questions 1. What are your initial reactions to the age difference in the two habitats? List and discuss as many causes as you can. 2. As student scientists, what investigations would you conduct to determine the cause of the difference in life span between elk in their two habitats? 3. What additional information do you need to know?

Narrative In mid-January 1995, 14 wolves were reintroduced to Yellowstone National Park in an attempt to re-establish the predator in a historical ecosystem after its removal in the early 1900s. Pro-reintroduction advocates argued that the absence of wolves had created an artificial predatorprey food chain and that reintroduction would return the ecosystem to a more realistic historical balance. These wolves were captured in Canada and placed in three 1-acre holding pens. One of these pens was located near the Lamar Valley. The wolves were released into the wild a few months later, and began to establish territories and prey on large mammals, especially elk, which make up 90% of the wolves winter diet. In winter, a wolf pack will kill up to 14 elk per month. In January 2008, 443 wolves lived in 51 packs in the Greater Yellowstone ecosystem. Out of the 51 packs, 11 packs (171 wolves total) lived within the borders of Yellowstone National Park.
Questions 1. What impact did reintroducing the wolves have on elk in Yellowstone National Park? 2. Is this information adequate to explain the life span difference in the Lamar Valley and Madison River Valley elk? 3. What additional information is needed to adequately explain the difference in life span?

Narrative In the mid-1990s, researchers discovered stark differences between the jaws of Lamar Valley elk and the jaws of Madison River Valley elk. Lamar Valley elk jaws showed typical wear of teeth at the time of death (Figure 1A). Madison River Valley elk jaws, however, showed accelerated and malformed wear patterns of teeth and abnormalities in jaw development (Figure 1B). Because of these abnormalities, many Madison River Valley elk died of starvation. By 20042005, researchers also began to observe a decrease in the population of the Madison River Valley elk herd size. The historical numbers of up to 800 elk living in the valley were now reduced to 150200.
Questions 1. What new evidence is presented and how does it factor into the difference in average age of the two elk habitats? 2. What do you believe could be the cause of accelerated and malformed wear of teeth and jaws in Madison River Valley elk herds?
3. As scientists, what investigations would you conduct to determine the cause of the accelerated and malformed wear patterns? 4. What possible explanations are there for the reduced population size? List all explanations that come to mind. 5. What additional questions does this information raise?

Narrative Researchers discovered that as the heavy snows of the Madison River Valley accumulated over the season, elk tended to congregate in the river valley, especially around areas of hot spring activity, to forage on the plants that grow year-round in the geothermal areas. Plants gathered from these areas contained extensively high concentrations of fluorine (F) and silicon dioxide (SiO2). Silicon dioxide is created when silicon-rich volcanic rock dissolves and comes in contact with geothermal water. As the geothermal water comes to the surface and cools, the dissolved silicon dioxide falls out of the solution, forming deposits. Silicon dioxide is found in streams and can be deposited on trees, boardwalks, and so on. It is also found in the water absorbed by the roots of plants that live in the hot spring areas. It is hard like rock and very abrasive. When ingested by elk, fluorine concentrates in mineral tissues such as teeth and bone. The jaws of elk living in the Madison River Valley contained more than six times the levels of fluorine found in the jaws of elk from the Lamar Valley. These levels of fluorine become toxic to the developing teeth and jaws of young elk, resulting in uneven or excessively rapid teeth wear and jaw formation. Of the 74 jaws researchers collected in the Madison River Valley, 78% showed the classic signs of fluoride poisoning.
Questions 1. What new evidence is presented and how does it factor in to the difference in average age of the two elk habitats? 2. Does this new information cause you to reject any early hypotheses? Explain. 3. Does this new information adequately explain the decrease in herd population? 4. Are there any new hypotheses to explain the decrease in herd size?

Narrative Wolves primarily prey on the young and weak members of a population. Because the average age of the Madison River Valley elk herd has been reduced due to the toxic levels of fluorine and the ingestion of silicon dioxide, higher numbers of adult elk are susceptible to predation by wolves due to the reduced number of younger elk. In addition, the snow pack on the slopes adjacent to the Madison River Valley is deep. Wolves have learned to force the elk away from the geothermal areas in the river drainage and into the surrounding slopes where the elk get stuck in the deep snow and become easy prey.
Questions 1. What additional evidence is presented and how does it further explain the reduced population in the Madison River Valley elk herd? 2. As a group, discuss the complexities involved in explaining the differences between the elk in the Lamar Valley and the elk in the Madison River Valley. 3. Explain how habitat plays a role in the differences between the two elk herds.
Expand Your Thoughts

Overgrazing by Yellowstone elk
There has been continual debate on the effect of elk overgrazing in Yellowstone National Park. Some researchers believe there are more elk foraging than the habitat can accommodate, which leads to overgrazing. Other researchers think this is not an issue. Students can research the topic and debate the issue, write position papers, or present their findings through a multimedia presentation.
Impact of wolves outside of Yellowstone

No fences surround Yellowstone, so animals are free to move beyond the parks boundaries. Wolves have established themselves in the states surrounding the parkMontana, Idaho, and Wyoming. The presence of wolves has impacted the hunting of large mammals, such as elk. Currently, the issue of whether or not wolves should be included on the Endangered Species List is hotly debated. In recent months, wolves have been removed from the list, only to be placed back on it. This cycle of delisting and listing continues.
Yellowstone Elk (Follow-up)

Wolves have caused elk in the Greater Yellowstone Ecosystem to change their behavior and foraging habits so much that herds are having fewer calves, mainly due to changes in their nutrition, according to a Montana State University (MSU) study. During winter, nearly all elk in the Greater Yellowstone Ecosystem are losing weight, says Scott Creel, ecology professor at MSU and lead author of the study that appears in the Proceedings of the National Academy of Sciences. With the presence of wolves, elk browse moreeating woody shrubs or low tree branches in forested areas where they are safer as opposed to grazing on grass in open meadows where they are more visible, and therefore more vulnerable to wolves. Browsing provides food of good quality, but the change in foraging habits results in elk taking in 27% less food than their counterparts that live without wolves, the study estimates. Elk regularly hunted by wolves are essentially starving faster than those not hunted by wolves, says Creel, who shares authorship on the paper with his former doctoral students John
Winnie, Jr. and David Christianson. The decline in the greater Yellowstones elk population since the reintroduction of wolves in 1995 has been greater than was originally predicted. In the three winters prior to the reintroduction of wolves, elk on Yellowstones northern range numbered roughly between 17,000 and 19,000. In the three winters prior to 2008, annual elk counts had declined to between 6,738 and 6,279. Obviously, wolves kill elk, and direct predation is responsible for much of the decline in elk numbers, but the rate of direct killing is not great enough to account for the elk population declines observed since 1995. In addition to direct predation, the decline is due to low calving rates, which are subtle but important effect of the wolves presence, Creel says. We knew the presence of wolves caused lower calf-cow rations, but we did not know why, Creel says. Radiocollaring calves revealed that calf numbers were low immediately after the birth pulse, suggesting that a decline in the birth rate was part of the population decline. The birth pulse is that time in spring when most cow elk have their calves. This suggestion was confirmed when the researchers found that elk facing high levels of predation risk had substantially decreased progesterone levels prior to the annual birth pulse. The MSU researchers did chemical analysis of 1,200 fecal samples collected over four years, as well as urine samples for the study. They found that elk living in the presence of wolves had lower levels of progesterone, a hormone necessary to maintain pregnancy, than those elk that did not live with wolves. The elk are trading reproduction for longevity, Creel says. Elk ar e potentially long lived, and many prior studies have shown that, in species like this, natural selection favors individuals who do not compromise their own survival for the sake of a single reproductive opportunity. If predators commonly affect the repr oduction of their prey, it will change the thinking about predator-prey dynamics, and might change how wildlife managers plan for the reintroduction of predators, Creel says. Until now, it would have seemed obvious to conclude that a herd losing many of its numbers to predators would decline faster than a herd where predators were less successful. However, now it is conceivable that the herd with the lower direct predation rate could decline faster, if it spends more of its time and energy avoiding being eaten and less on reproduction, Creel says. Creel and his current doctoral student Paul Schuette are seeing if the theory holds up with other prey-predator populations, with a study of lions, spotted hyenas, and a diverse array of prey animals on a Maasai Community Conservation Area in the South Rift of Kenya.

Watershed Warriors Curriculum

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Watershed Warriors Curriculum Standards

Some water volume comparisons:

Yellowstone today? ___________

MONTANA COMMON CORE STANDARDS FOR ENGLISH LANGUAGE ARTS

STATE AND DISTRICT SCIENCE STANDARDS

INDIAN EDUCATION FOR ALL ESSENTIAL UNDERSTANDINGS

Watershed Warriors Curriculum Lessons and Resources

Other fish of interest:

Watershed Fish Poster Rubric/Checklist

Total Score: ________/45

Yellowstone Lake Cutthroat Trout Threatened by Non-native Lake Trout

LIST THE LAKE TROUTS ADVANTAGES OVER THE CUTTHROAT BELOW:

Wolf Kill Simulation

14. 15. 16. 17. 18.

To conclude: Which species benefitted the most? (Raven)

Physical Properties of Water

Some water volume comparisons:

Yellowstone today? ___________

Wolf Perspective Project

INSTRUCTORS SIGNATURE: _____________________________________________________

Wolf Timeline Rubric

Timeline is easy to read and done neatly. (2 points)

Timeline has years marked in MATHEMATICAL INCREMENTS. (2 points)

All events are in chronological order. (2 points)

Timeline has an appropriate title. (2 points)

Total Score: ___________

Total Points Possible: 25

TOTAL POINTS EARNED: _____/25

Cause/Effect Relationship #2 (2 points)

TOTAL POINTS EARNED: _____/25

EXPERIENCE AND OPINION RUBRIC

TOTAL POINTS EARNED: _____/25

TOTAL SCORE EARNED: _____/25

The case study

Two overarching questions drive this activity:

Elk habitat activity sheet 1

Elk habitat activity sheet 2

Elk habitat activity sheet 3

Elk habitat activity sheet 4

Elk habitat activity sheet 5

Elk habitat activity sheet 6

Expand Your Thoughts

Impact of wolves outside of Yellowstone

Yellowstone Elk (Follow-up)

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