Should deer hunting season be extended in Georgia?

Introduction: You will use the Georgia Performance Ecology Standard to answer the question based on research you find about deer populations. After preliminary research, you will decide your position on this argument and why or why not this is your position.

Georgia Performance Standard

SB3. Students will assess the dependence of all organisms on one another and the flow of energy and matter within their ecosystems.

  1. Investigate the relationships among organisms, populations, communities, ecosystems, and biomes.
  2. Explain the flow of matter and energy through ecosystems by
  • Arranging components of a food chain according to energy flow.
  • Comparing the quantity of energy in the steps of an energy pyramid.
  • Explaining the need for cycling of major nutrients (C, O, H, N, P).
  1. Relate environmental conditions to successional changes in ecosystems.
  2. Assess and explain human activities that influence and modify the environment such as global warming, population growth, pesticide use, and water and power consumption.
  3. Relate plant adaptations, including tropisms, to the ability to survive stressful environmental conditions.
  4. Relate animal adaptations, including behaviors, to the ability to survive stressful environmental conditions.

Decision: Circle whether you agree or do not agree and write out some reasons why you would extend the hunting season or why you would not extend the hunting season.

YES, I AGREE NO, I DO NOT AGREE

WHY?

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Background Info – All questions relate to the Standard SB3 above; use these questions to guide your research and in answering the driving question. Put information in your own words and keep a list of resources for your works cited pages. Answer these questions with the idea that you will present this material as an argument for why or why not you should extend deer hunting season.

  1. What are the different relationships among organisms, populations, communities, and ecosystems in GA? What kind of biome would GA or JacksonCounty (if you want to get more specific) be considered? Compare and contrast this biome with other biomes around GA and the U.S. where you are looking at deer populations. Think about this problem in the sense of other states and their biomes and deer population explosions. Be ready to present your information.

2. Explain the flow of matter and energy through ecosystems by

  • Arranging components of a food chainand a food web according to energy flow – make sure to make a food chain that includes deer – you want to strengthen your argument!
  • Comparing the quantity of energy in the steps of an energy pyramid.
  • Explaining the need for cycling of major nutrients (C, O, H, N, P). – Where do the deer function in producing/consuming these nutrients?

3. Relate environmental conditions to successional changes in ecosystems. What is Primary Succession? Secondary Succession? How could factors that cause secondary succession affect the deer season?

4. Assess and explain human activities that influence and modify the environment such as global warming, population growth, pesticide use, and water and power consumption. – How are the deer affected by human activities? Make sure to provide proof for this – you are trying to strengthen your argument!!!

5. Relate plant adaptations, including tropisms, to the ability to survive stressful environmental conditions.How are deer involved in plant survival? (Hint: think gardens)

6. Relate animal adaptations, including behaviors, to the ability to survive stressful environmental conditions.What type of stressful environmental conditions would deer come in contact with? How would they survive those?

Project Specifics:

After answering the above questions which will guide your in your research, you want to make a solid argument to answer the driving question (Should deer hunting season be extended in GA?).

Presentation – Your group will present your point of view to a panel of your peers, parents, and professionals. You will get specifics on your presentation at a later date and will be able to prepare/practice during your class period before the official/final due date.

During the Project – You will have multiple checks throughout this project. You cannot move to the next part of the project, until you have your teacher’s initials! Each check will have an estimated due date. If you get done early, you may get it checked off early and move on.

Check Points:

  1. Choose your position, explain why.November 6-8th
  2. Pick your group. Fill out the Peer Collaboration Form and pick roles of each student.
  3. Conduct research using the questions as a guideline only!
  4. Outline your presentation.
  5. Start creating your presentation. (USE YOUR OWN WORDS!!!) Show a rough draft.
  6. Check ppts during designated time periods during the weeks.
  7. Practice presenting to your peers. (send to other classes so they are critiqued)
  8. Debate within class to practice making your points.
  9. Final Project Presentation!

Check List

This checklist is to be kept by the recorder and turned in at the end of the project!

You must get Ms. Harris’s initials before moving on to the next part.

Check Point / Initials / Date to be Completed By
1. Choose Position, give reasons / 11/6/09
2. Pick group, sign Peer Collaboration Form / 11/9/09
3. Start conducting Research Using Guidelines / 11/9/09
4. Write Down all Citations / Throughout presentation
5. Create list of interview questions to ask a community member/DNR representative, Get list approved / 11/10-13/09
6. Interview Community member / Between 11/16-20/09
7. All Research Conducted / 11/20/09
8. Outline your Presentation / 11/23-25/09
9. Started Creating presentation / 11/3-12/2
10. Presentation completed and edited by someone else / 12/2-8/09
11. Practiced presenting until barely any flaws are left / 12/2-8/09
12. Debate within class / 12/2-8/09
13. Make a final Presentation to community members and parents / 12/10/09