CHECKS AND BALANCES

Lesson Adapted from: Project WILD

Adapted Lesson Created By: Erica Cheung

Presented by: George Reese, Erica Cheung, Noemi Waight, Agnita Pandian

A similar version of this activity is located at:

http://www.mste.uiuc.edu/courses/ci399TSMsu02/students/echeung/Lessons/lesson4intro.htm

Grade Level

8^th – 12^th grade

Materials

Cards

Computers with Fathom software

Dice (one per student)

Calculator (optional)

Pen/pencil

Activity Sheet

Objectives

Students will:

• Evaluate hypothetical wildlife management decisions
• Identify at least four factors that can affect the size of a wildlife population.
• Conduct an experiment
• Organize and display data using technology (i.e., Fathom)
• Given a graph, students will interpret the shape of the curve according to various factors that cause its change in direction
• Work cooperatively
• Gain an appreciation for wildlife preservation
• Gain an understanding of the many pressures that can affect wildlife

Procedure

1) Students will each have: an I-book, calculator and a die. Have students draw a card for grouping. Place in groups. Each student will be asked to be the manager of a moose (or other animal – they can choose) population. What do wildlife managers do?(maintain healthy populations of wild animals, while factors both avoidable and unavoidable – affect the populations.)What are things that animals need to survive? (suitable habitat - i.e., food, water, shelter) In their groups, brainstorm things that may influence population. (loss of habitat, weather conditions, pollution, development, poaching, etc.) Briefly share the ideas as a class.

2) In order to gain a sense of appreciation for wildlife managers and their responsibilities, students will each assume the role of an imaginary wildlife manager and manage an animal population of their choice. The carrying capacity of the habitat is 100 animals. The point of the activity is to end up with a viable population after nine rounds (or however many time allows).If at any time the student’s population reaches less than 10 or more than 200 individual animals, that student no longer has a viable “herd.” Said student will observe and note group activity. NOTE: Why can’t students with less than 10 or more than 200 animals reproduce? Less than 10 – severe reduction in reproductive activity because of imbalanced sex ratios, inability to find suitable mate, disruption of social/mating systems.200 – increase activity of limiting factors as the population exceeds carrying capacity.

3) Each student has a beginning population of 100 animals. The cards are separated into three decks of a total of 36 cards: a condition deck (18 cards), a reproduction deck (9 cards) and a management deck (9 cards). Shuffle the cards within each deck. Explain that cards will be drawn following sequence: condition card, reproduction card, condition card, and management card. This sequence of draw will be repeated, each repetition representing an annual cycle (the students may think of each draw as representing a different season, i.e., autumn, winter, spring, summer). As each card is drawn, it is read aloud to the group. When it asks a student to specify a condition, student MUST specify before giving instruction to group. Each student then rolls his/her die and follows the instructions on the card to determine his/her herd population’s new size. Some computations will result in fractions (discuss whether it’s possible).Students may round to the nearest whole.

4) Before the simulation begins, have students create a case table to organize their data. What attributes should we have in our case table? (year, seasons, number, condition are all possible) Instruct students to enter their data into the case table as it is gathered. Allow students time to simulate data.

5) Allow students to compare their graphs. What were the causes of the “hilltops” and “valleys”? Why are graphs different even though they are in the same group/same conditions? Wrap up the activity with a class discussion about the simulations. Include topics such as: Identify and describe what appeared to be the impacts of the condition, reproduction and management cards. Can you identify the impacts on the graph? What seemed to be the benefits and/or liabilities, if any, of management decisions made? Did populations “managed” under different strategies by different students show different trends? How do these compare? Would students “manage” differently if given a second change?, etc.

Extensions

Have students compare graphs between groups and write their interpretations of what occurred to the graph.

Add monetary aspect to the activity.

Assessment

• Note quality of discussion.
• Are students able to interpret the graph?
• How well do students work in the group?
• Are students able to name four factors that can affect the size of a wildlife population?

GOOD MORNING, Manager ____________!

(Your Name)

Before we get started on our busy day, can you tell me what factors might influence an animal population? (It’s ok, I know it’s early…brainstorm with your fellow managers! You can trust ‘em! J)

Now that we have our brains “warmed up,” let’s take on our responsibilities and try to maintain the __________ (What animal did you choose?) population to the best of our abilities!

Just to remind you…

• Your carrying capacity is 100 animals.
• If at any time, your population reaches less than 10 or more than 200 individual animals, you will no longer have a viable “herd.” (Oh no!) WHY?
• Card sequence: Condition card (green), Reproduction card (purple), management card (yellow) and repeat.
• If it asks you to specify the condition, use your amazing wildlife manager knowledge to fill in the blank. There MUST be a condition in order to influence the population.
• Can a fraction of a whole be a plausible answer?
• Keep careful field notes on Fathom - your electronic field journal J. (What are the attributes that you would want to record?)

GOOD LUCK AND MAINTAIN YOUR POPULATION! J

Your data is SO nicely collected in your electronic field journal. However, your supervisor would like to quickly glance over your records. How can you present your data visually? Take a minute to create a visual presentation on your electronic field journal data. Sketch it below.

Along with your presentation, your supervisor would like to read through a short analysis of the visual image you present. Below, describe the factors that influence the changes in your visual image. (What caused the “hilltops” and “valleys”?

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Your supervisor just reviewed the work of your fellow group managers; however, a question was raised. After looking through all of the presentations, there exists a LOT of variability between the different populations! How can this be? Take a few minutes to look over the presentations of your fellow managers. Choose one to compare and contrast your presentation to theirs and describe the reasoning behind the differences or similarities you observe. Sketch the fellow group manager’s image below.

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

CARDS FOR THE ACTIVITY

REPRODUCTION CARD Average Year (6) This was an average reproduction year. If your current population is over 50 individuals, increase your herd by (100/your current population size) times three times your roll. P + ((100/P)* 3R) If your population is 10 – 50, increase your population by three times your roll. P + 3R If your population is under 10, don’t reproduce.	REPRODUCTION CARD Average Year (6) This was an average reproduction year. If your current population is over 50 individuals, increase your herd by (100/your current population size) times three times your roll. P + ((100/P)* 3R) If your population is 10 – 50, increase your population by three times your roll. P + 3R If your population is under 10, don’t reproduce.
REPRODUCTION CARD Average Year (6) This was an average reproduction year. If your current population is over 50 individuals, increase your herd by (100/your current population size) times three times your roll. P + ((100/P)* 3R) If your population is 10 – 50, increase your population by three times your roll. P + 3R If your population is under 10, don’t reproduce.	REPRODUCTION CARD Average Year (6) This was an average reproduction year. If your current population is over 50 individuals, increase your herd by (100/your current population size) times three times your roll. P + ((100/P)* 3R) If your population is 10 – 50, increase your population by three times your roll. P + 3R If your population is under 10, don’t reproduce.
REPRODUCTION CARD Average Year (6) This was an average reproduction year. If your current population is over 50 individuals, increase your herd by (100/your current population size) times three times your roll. P + ((100/P)* 3R) If your population is 10 – 50, increase your population by three times your roll. P + 3R If your population is under 10, don’t reproduce.	REPRODUCTION CARD Average Year (6) This was an average reproduction year. If your current population is over 50 individuals, increase your herd by (100/your current population size) times three times your roll. P + ((100/P)* 3R) If your population is 10 – 50, increase your population by three times your roll. P + 3R If your population is under 10, don’t reproduce.

REPRODUCTION CARD Excellent Year (3) This was an average reproduction year. If your current population is over 50 individuals, increase your herd by (100/your current population size) times three times your roll. P + ((100/P)* 5R) If your population is 10 – 50, increase your population by three times your roll. P + 5R If your population is under 10, don’t reproduce.	REPRODUCTION CARD Excellent Year (3) This was an average reproduction year. If your current population is over 50 individuals, increase your herd by (100/your current population size) times three times your roll. P + ((100/P)* 5R) If your population is 10 – 50, increase your population by three times your roll. P + 5R If your population is under 10, don’t reproduce.
REPRODUCTION CARD Excellent Year (3) This was an average reproduction year. If your current population is over 50 individuals, increase your herd by (100/your current population size) times three times your roll. P + ((100/P)* 5R) If your population is 10 – 50, increase your population by three times your roll. P + 5R If your population is under 10, don’t reproduce.	REPRODUCTION CARD Excellent Year (3) This was an average reproduction year. If your current population is over 50 individuals, increase your herd by (100/your current population size) times three times your roll. P + ((100/P)* 5R) If your population is 10 – 50, increase your population by three times your roll. P + 5R If your population is under 10, don’t reproduce.
REPRODUCTION CARD Excellent Year (3) This was an average reproduction year. If your current population is over 50 individuals, increase your herd by (100/your current population size) times three times your roll. P + ((100/P)* 5R) If your population is 10 – 50, increase your population by three times your roll. P + 5R If your population is under 10, don’t reproduce.	REPRODUCTION CARD Excellent Year (3) This was an average reproduction year. If your current population is over 50 individuals, increase your herd by (100/your current population size) times three times your roll. P + ((100/P)* 5R) If your population is 10 – 50, increase your population by three times your roll. P + 5R If your population is under 10, don’t reproduce.

WEATHER CARD Condition (2) __________ (Students need to specify what) had a serious negative impact on the survival of the herd. Decrease your herd by the percentage equal to five times your roll. P – ((5R/100)P)	WEATHER CARD Condition (2) __________ (Students need to specify what) had a serious negative impact on the survival of the herd. Decrease your herd by the percentage equal to five times your roll. P – ((5R/100)P)
WEATHER CARD Condition (2) __________ (Students need to specify what) had a serious negative impact on the survival of the herd. Decrease your herd by the percentage equal to five times your roll. P – ((5R/100)P)	WEATHER CARD Condition (2) __________ (Students need to specify what) had a serious negative impact on the survival of the herd. Decrease your herd by the percentage equal to five times your roll. P – ((5R/100)P)
WEATHER CARD Condition (2) __________ (Students need to specify what) had a serious negative impact on the survival of the herd. Decrease your herd by the percentage equal to five times your roll. P – ((5R/100)P)	WEATHER CARD Condition (2) __________ (Students need to specify what) had a serious negative impact on the survival of the herd. Decrease your herd by the percentage equal to five times your roll. P – ((5R/100)P)

WEATHER CARD Condition (2) __________ (Students need to specify what) had a dramatic positive impact on the survival of the herd. Increase your herd by the percentage equal to five times your roll. P + ((5R/100)P)	WEATHER CARD Condition (2) __________ (Students need to specify what) had a dramatic positive impact on the survival of the herd. Increase your herd by the percentage equal to five times your roll. P + ((5R/100)P)
WEATHER CARD Condition (2) __________ (Students need to specify what) had a dramatic positive impact on the survival of the herd. Increase your herd by the percentage equal to five times your roll. P + ((5R/100)P)	WEATHER CARD Condition (2) __________ (Students need to specify what) had a dramatic positive impact on the survival of the herd. Increase your herd by the percentage equal to five times your roll. P + ((5R/100)P)
WEATHER CARD Condition (2) __________ (Students need to specify what) had a dramatic positive impact on the survival of the herd. Increase your herd by the percentage equal to five times your roll. P + ((5R/100)P)	WEATHER CARD Condition (2) __________ (Students need to specify what) had a dramatic positive impact on the survival of the herd. Increase your herd by the percentage equal to five times your roll. P + ((5R/100)P)

HABITAT DESTRUCTION CARD Condition (2) __________ (Students need to specify what) occurred and destroyed critical habitat. Decrease herd size by the number five times your roll.	HABITAT DESTRUCTION CARD Condition (2) __________ (Students need to specify what) occurred and destroyed critical habitat. Decrease herd size by the number five times your roll.
HABITAT DESTRUCTION CARD Condition (2) __________ (Students need to specify what) occurred and destroyed critical habitat. Decrease herd size by the number five times your roll.	HABITAT DESTRUCTION CARD Condition (2) __________ (Students need to specify what) occurred and destroyed critical habitat. Decrease herd size by the number five times your roll.
HABITAT DESTRUCTION CARD Condition (2) __________ (Students need to specify what) occurred and destroyed critical habitat. Decrease herd size by the number five times your roll.	HABITAT DESTRUCTION CARD Condition (2) __________ (Students need to specify what) occurred and destroyed critical habitat. Decrease herd size by the number five times your roll.

HABITAT ALTERATION CARD Management (2) __________ (Students need to specify what) occurred and altered critical habitat. Increase or decrease (students choose which before rolling die) herd by the percentage equal to three times your roll. P +/- ((3R/100)P)	HABITAT ALTERATION CARD Management (2) __________ (Students need to specify what) occurred and altered critical habitat. Increase or decrease (students choose which before rolling die) herd by the percentage equal to three times your roll. P +/- ((3R/100)P)
HABITAT ALTERATION CARD Management (2) __________ (Students need to specify what) occurred and altered critical habitat. Increase or decrease (students choose which before rolling die) herd by the percentage equal to three times your roll. P +/- ((3R/100)P)	HABITAT ALTERATION CARD Management (2) __________ (Students need to specify what) occurred and altered critical habitat. Increase or decrease (students choose which before rolling die) herd by the percentage equal to three times your roll. P +/- ((3R/100)P)
HABITAT ALTERATION CARD Management (2) __________ (Students need to specify what) occurred and altered critical habitat. Increase or decrease (students choose which before rolling die) herd by the percentage equal to three times your roll. P +/- ((3R/100)P)	HABITAT ALTERATION CARD Management (2) __________ (Students need to specify what) occurred and altered critical habitat. Increase or decrease (students choose which before rolling die) herd by the percentage equal to three times your roll. P +/- ((3R/100)P)

HABITAT IMPROVEMENT CARD Management (1) __________ (Students need to specify what) occurred and improved critical habitat. Increase herd by five times your roll.	HABITAT IMPROVEMENT CARD Management (1) __________ (Students need to specify what) occurred and improved critical habitat. Increase herd by five times your roll.
HABITAT IMPROVEMENT CARD Management (1) __________ (Students need to specify what) occurred and improved critical habitat. Increase herd by five times your roll.	HABITAT IMPROVEMENT CARD Management (1) __________ (Students need to specify what) occurred and improved critical habitat. Increase herd by five times your roll.
HABITAT IMPROVEMENT CARD Management (1) __________ (Students need to specify what) occurred and improved critical habitat. Increase herd by five times your roll.	HABITAT IMPROVEMENT CARD Management (1) __________ (Students need to specify what) occurred and improved critical habitat. Increase herd by five times your roll.

RESEARCH CARD Management (1) __________ (Students need to specify what) research was successfully accomplished. Increase of decrease (students choose which before rolling the die) herd by two times your roll.	RESEARCH CARD Management (1) __________ (Students need to specify what) research was successfully accomplished. Increase of decrease (students choose which before rolling the die) herd by two times your roll.
RESEARCH CARD Management (1) __________ (Students need to specify what) research was successfully accomplished. Increase of decrease (students choose which before rolling the die) herd by two times your roll.	RESEARCH CARD Management (1) __________ (Students need to specify what) research was successfully accomplished. Increase of decrease (students choose which before rolling the die) herd by two times your roll.
RESEARCH CARD Management (1) __________ (Students need to specify what) research was successfully accomplished. Increase of decrease (students choose which before rolling the die) herd by two times your roll.	RESEARCH CARD Management (1) __________ (Students need to specify what) research was successfully accomplished. Increase of decrease (students choose which before rolling the die) herd by two times your roll.

PREDATOR CARD Condition (1) Predation occurred and affected the herd size. Decrease herd size by the percentage equal to your roll.  P – ((R/100)P)	PREDATOR CARD Condition (1) Predation occurred and affected the herd size. Decrease herd size by the percentage equal to your roll. P – ((R/100)P)
PREDATOR CARD Condition (1) Predation occurred and affected the herd size. Decrease herd size by the percentage equal to your roll. P – ((R/100)P)	PREDATOR CARD Condition (1) Predation occurred and affected the herd size. Decrease herd size by the percentage equal to your roll. P – ((R/100)P)
PREDATOR CARD Condition (1) Predation occurred and affected the herd size. Decrease herd size by the percentage equal to your roll. P – ((R/100)P)	PREDATOR CARD Condition (1) Predation occurred and affected the herd size. Decrease herd size by the percentage equal to your roll. P – ((R/100)P)

DISEASE CARD Condition (1) Disease struck the herd. Decrease herd by the percentage equal to your roll. P – ((R/100)P)	DISEASE CARD Condition (1) Disease struck the herd. Decrease herd by the percentage equal to your roll. P – ((R/100)P)
DISEASE CARD Condition (1) Disease struck the herd. Decrease herd by the percentage equal to your roll. P – ((R/100)P)	DISEASE CARD Condition (1) Disease struck the herd. Decrease herd by the percentage equal to your roll. P – ((R/100)P)
DISEASE CARD Condition (1) Disease struck the herd. Decrease herd by the percentage equal to your roll. P – ((R/100)P)	DISEASE CARD Condition (1) Disease struck the herd. Decrease herd by the percentage equal to your roll. P – ((R/100)P)

POACHING CARD Condition (1) Poaching – illegal killing of animals – reduced the size of the herd. Decrease herd by the number equal to two times your roll.	POACHING CARD Condition (1) Poaching – illegal killing of animals – reduced the size of the herd. Decrease herd by the number equal to two times your roll.
POACHING CARD Condition (1) Poaching – illegal killing of animals – reduced the size of the herd. Decrease herd by the number equal to two times your roll.	POACHING CARD Condition (1) Poaching – illegal killing of animals – reduced the size of the herd. Decrease herd by the number equal to two times your roll.
POACHING CARD Condition (1) Poaching – illegal killing of animals – reduced the size of the herd. Decrease herd by the number equal to two times your roll.	POACHING CARD Condition (1) Poaching – illegal killing of animals – reduced the size of the herd. Decrease herd by the number equal to two times your roll.

HABITAT ACQUISITION CARD Management (1) Habitat acquisition increased the area of available and suitable habitat. Increase herd by five times your roll.	HABITAT ACQUISITION CARD Management (1) Habitat acquisition increased the area of available and suitable habitat. Increase herd by five times your roll.
HABITAT ACQUISITION CARD Management (1) Habitat acquisition increased the area of available and suitable habitat. Increase herd by five times your roll.	HABITAT ACQUISITION CARD Management (1) Habitat acquisition increased the area of available and suitable habitat. Increase herd by five times your roll.
HABITAT ACQUISITION CARD Management (1) Habitat acquisition increased the area of available and suitable habitat. Increase herd by five times your roll.	HABITAT ACQUISITION CARD Management (1) Habitat acquisition increased the area of available and suitable habitat. Increase herd by five times your roll.

HUNTING CARD Management (1) A request for a hunting season was made. Do you wish to allow hunting in your area? If yes, decrease your herd by the percentage equal to five times your roll. P – ((5R/100)P) If no, record no change in the size of your herd.	HUNTING CARD Management (1) A request for a hunting season was made. Do you wish to allow hunting in your area? If yes, decrease your herd by the percentage equal to five times your roll. P – ((5R/100)P) If no, record no change in the size of your herd.
HUNTING CARD Management (1) A request for a hunting season was made. Do you wish to allow hunting in your area? If yes, decrease your herd by the percentage equal to five times your roll. P – ((5R/100)P) If no, record no change in the size of your herd.	HUNTING CARD Management (1) A request for a hunting season was made. Do you wish to allow hunting in your area? If yes, decrease your herd by the percentage equal to five times your roll. P – ((5R/100)P) If no, record no change in the size of your herd.
HUNTING CARD Management (1) A request for a hunting season was made. Do you wish to allow hunting in your area? If yes, decrease your herd by the percentage equal to five times your roll. P – ((5R/100)P) If no, record no change in the size of your herd.	HUNTING CARD Management (1) A request for a hunting season was made. Do you wish to allow hunting in your area? If yes, decrease your herd by the percentage equal to five times your roll. P – ((5R/100)P) If no, record no change in the size of your herd.

HABITAT LOSS CARD Condition (5) ________ (Students need to specify what) resulted in a loss of critical habitat for the herd. Decrease herd by the number equal to five times your roll.	HABITAT LOSS CARD Condition (5) ________ (Students need to specify what) resulted in a loss of critical habitat for the herd. Decrease herd by the number equal to five times your roll.
HABITAT LOSS CARD Condition (5) ________ (Students need to specify what) resulted in a loss of critical habitat for the herd. Decrease herd by the number equal to five times your roll.	HABITAT LOSS CARD Condition (5) ________ (Students need to specify what) resulted in a loss of critical habitat for the herd. Decrease herd by the number equal to five times your roll.
HABITAT LOSS CARD Condition (5) ________ (Students need to specify what) resulted in a loss of critical habitat for the herd. Decrease herd by the number equal to five times your roll.	HABITAT LOSS CARD Condition (5) ________ (Students need to specify what) resulted in a loss of critical habitat for the herd. Decrease herd by the number equal to five times your roll.

HABITAT DEGRADATION CARD Condition (4) ________ (Students need to specify what) occurred and damaged critical habitat. Decrease herd by the number equal to three times your roll.	HABITAT DEGRADATION CARD Condition (4) ________ (Students need to specify what) occurred and damaged critical habitat. Decrease herd by the number equal to three times your roll.
HABITAT DEGRADATION CARD Condition (4) ________ (Students need to specify what) occurred and damaged critical habitat. Decrease herd by the number equal to three times your roll.	HABITAT DEGRADATION CARD Condition (4) ________ (Students need to specify what) occurred and damaged critical habitat. Decrease herd by the number equal to three times your roll.
HABITAT DEGRADATION CARD Condition (4) ________ (Students need to specify what) occurred and damaged critical habitat. Decrease herd by the number equal to three times your roll.	HABITAT DEGRADATION CARD Condition (4) ________ (Students need to specify what) occurred and damaged critical habitat. Decrease herd by the number equal to three times your roll.

HABITAT RESTORATION CARD Management (1) ________ (Students need to specify what) occurred and restored critical habitat. Increase herd by the percentage equal to five times your roll.  P + ((5R/100)P)	HABITAT RESTORATION CARD Management (1) ________ (Students need to specify what) occurred and restored critical habitat. Increase herd by the percentage equal to five times your roll.  P + ((5R/100)P)
HABITAT RESTORATION CARD Management (1) ________ (Students need to specify what) occurred and restored critical habitat. Increase herd by the percentage equal to five times your roll.  P + ((5R/100)P)	HABITAT RESTORATION CARD Management (1) ________ (Students need to specify what) occurred and restored critical habitat. Increase herd by the percentage equal to five times your roll.  P + ((5R/100)P)
HABITAT RESTORATION CARD Management (1) ________ (Students need to specify what) occurred and restored critical habitat. Increase herd by the percentage equal to five times your roll.  P + ((5R/100)P)	HABITAT RESTORATION CARD Management (1) ________ (Students need to specify what) occurred and restored critical habitat. Increase herd by the percentage equal to five times your roll.  P + ((5R/100)P)

LAW ENFORCEMENT CARD Management (1) ________ (Students need to specify what) law enforcement activities protected the herd against illegal actions like poaching. Increase herd by the percentage equal to two times your roll.  P + ((2R/100)P)	LAW ENFORCEMENT CARD Management (1) ________ (Students need to specify what) law enforcement activities protected the herd against illegal actions like poaching. Increase herd by the percentage equal to two times your roll.  P + ((2R/100)P)
LAW ENFORCEMENT CARD Management (1) ________ (Students need to specify what) law enforcement activities protected the herd against illegal actions like poaching. Increase herd by the percentage equal to two times your roll.  P + ((2R/100)P)	LAW ENFORCEMENT CARD Management (1) ________ (Students need to specify what) law enforcement activities protected the herd against illegal actions like poaching. Increase herd by the percentage equal to two times your roll.  P + ((2R/100)P)
LAW ENFORCEMENT CARD Management (1) ________ (Students need to specify what) law enforcement activities protected the herd against illegal actions like poaching. Increase herd by the percentage equal to two times your roll.  P + ((2R/100)P)	LAW ENFORCEMENT CARD Management (1) ________ (Students need to specify what) law enforcement activities protected the herd against illegal actions like poaching. Increase herd by the percentage equal to two times your roll.  P + ((2R/100)P)

EDUCATION CARD Management (1) ________ (Students need to specify what) education activities led to increased understanding of wildlife and habitat. Increase or decrease (students choose which before rolling the die) herd by the percentage equal to two times your roll, or by two times your roll.	EDUCATION CARD Management (1) ________ (Students need to specify what) education activities led to increased understanding of wildlife and habitat. Increase or decrease (students choose which before rolling the die) herd by the percentage equal to two times your roll, or by two times your roll.
EDUCATION CARD Management (1) ________ (Students need to specify what) education activities led to increased understanding of wildlife and habitat. Increase or decrease (students choose which before rolling the die) herd by the percentage equal to two times your roll, or by two times your roll.	EDUCATION CARD Management (1) ________ (Students need to specify what) education activities led to increased understanding of wildlife and habitat. Increase or decrease (students choose which before rolling the die) herd by the percentage equal to two times your roll, or by two times your roll.
EDUCATION CARD Management (1) ________ (Students need to specify what) education activities led to increased understanding of wildlife and habitat. Increase or decrease (students choose which before rolling the die) herd by the percentage equal to two times your roll, or by two times your roll.	EDUCATION CARD Management (1) ________ (Students need to specify what) education activities led to increased understanding of wildlife and habitat. Increase or decrease (students choose which before rolling the die) herd by the percentage equal to two times your roll, or by two times your roll.