Lesson Plan

Reintroducing Wolves to Yellowstone was a Success. That's When Trouble ​Began.

Overview

When humans play a role in animal extinction, do they have an obligation to try and reverse it? If so, what indicators should they use to determine success? In the 1990s, the federal government reintroduced the gray wolf into Yellowstone National Park in response to the decimation of the population via hunting. The population reached its goal levels by 2002, but introduced several complications in terms of politics and economics. What does the wolf population of Yellowstone look like now? Would the reintroduction effort still be considered a success?

Lesson Plan: Wolves in YellowstoneStudent Activity: Wolves in YellowstoneCollection: Environmental Education

Objectives

Students will:

  • Analyze data (past and present) on the wolf population of Yellowstone National Park
  • Formulate an argument on the current state of the wolf population at Yellowstone that recognizes the economic, political, and scientific perspectives
  • Identify factors that contribute to population stability
Subjects
  • Environment
  • Biology
Topics
  • AP Environmental Science
  • Environment
  • Law
  • Biology
  • Human Geography
  • Civics and Government
  • U.S. History
For Teachers

Essential Questions

  • What role do economics, politics, and science play in the classification of endangered species?
  • How should humans respond to species extinction?
  • How is population stability determined?

Additional Resources

Transcript for "Reintroducing Wolves to Yellowstone was a Success. That's When Trouble ​Began."Retro Report
Yellowstone Wolf Project ReportsNational Park Service
NPS Wolf RestorationNational Park Service
Isle Royale Wolf and Moose PopulationsNational Park Service
1995 Proposed Amendments to the Endangered Species ActUnited States Congress

Standards (National Council for the Social Studies C3 Framework)

Apply civic virtues and democratic principles in school and community

Explain how economic decisions affect the well-being of individuals, businesses, and society.

Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.

Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.

Construct arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments.

Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.

Critique arguments for credibility.

Critique the use of claims and evidence in arguments for credibility.

Standards (Next Generation Science Standards)

Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

Interactions, Energy, and Dynamics: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

Standards (AP Biology)

Systems Interactions

Standards (AP Environmental Science)

Interactions between different species and the environment (EIN)

Sustainability (STB)

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Questions? Tips? Concerns? Reach out to our Director of Education, David Olson: dolson@retroreport.com