An Educator’s Guide to the DEER Lesson...

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An Educator’s Guide to the DEER Lesson Plans

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Index Page

What are the Deer Lesson Plans? 3

Why the Deer Lesson Plans were Developed? 3

Teacher Guide Overview 4

Getting Started 5

Preparing the GIS Dataset Layers 6

Lesson Plan Components 6

Lesson Overview 6

Educational Objectives 6

Ecological Overview 6

GIS Overview 7

GIS Lab Component 7

Educator Overview

Exercise 1: An Introduction to Choctaw Island WMA and GIS 8

Exercise 2: Mississippi River Flooding and the Effects on White-tailed Deer 9

GIS Tutorials 11

Videos Descriptions 11

Glossary of Terms 16

Troubleshooting the Deer Lesson Plans 19

Correlations to Arkansas Academic Standards 25

Additional Resources 28

Exercise 1 Teacher Answer Key 29

Exercise 2 Teacher Answer Key 31

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What are the DEER Lesson Plans?

Effective conservation and management of our natural resources depends upon education and communication. Recent technological and internet advances have allowed scientist to communicate complex and dynamic ecological processes more easily and to broader audiences than ever before. Therefore, to allow educators and students the opportunity to interact with real life scientific data two educational lesson plans were created to educate and excite a broad audience about deer research and the natural resource issues of the Mississippi Alluvial Plain and Arkansas.

The deer exercises were developed to provide educators with a critical thinking science curriculum that incorporates real wildlife data and real Geographic Information System (GIS) data to explore real life natural resource issues. It is hoped this lesson plans act as a platform educators can use to discuss a wide breadth of topics. All data utilized in each exercise was collected during ongoing research initiatives between the Arkansas Game and Fish Commission and the University of Arkansas Forest Resource Center and the University of Arkansas-Monticello.

Why the Deer Lesson Plans were Developed?

Choctaw Island is a 7,500 acre Wildlife Management Area (WMA) in Southeast Arkansas. It consists of a mainland tract and island tract separated by a back channel of the Mississippi River. In 2001 Choctaw Island was purchased by the Arkansas Game and Fish Commission (AGFC) and designated as a WMA and as Arkansas’s white-tailed deer research unit. As the only WMA inside the levees of the Mississippi River Choctaw Island WMA was the ideal place to study how white-tailed deer respond to flooding. Since being purchased in 2001 several collaborative research initiatives between the University of Arkansas and AGFC have been carried out on Choctaw Island Wildlife Management Area (Choctaw Island WMA). Moreover, located just 45 minutes from the University of Arkansas’s Forest Resource Center at the University of Arkansas-Monticello it was the ideal place for Dr. Don White to continue his studies relating to large mammal ecology.

Dr. White has been involved in research related to the biology, ecology, and conservation of wildlife species. He has been a professor since 1998. Since 2008 Dr. White has been involved in white-tailed deer research initiatives on Choctaw Island WMA. A primary goal of the project(s) was to communicate the results of these research initiatives to both the general public and students. To communicate the results of these research initiatives to the general public a series of web-pages were created that allows the people to explore the actual wildlife locations collected during the study. In addition, two educational lesson plans were created that would allow educators to utilize these same real wildlife location data in a classroom setting. By providing these data in conjunction with other pre-prepared dataset it is hoped educators could build of these lesson plan templates and create engaging and relevant classroom curriculum that incorporates concepts and data relevant to student’s lives.

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Educator Guide Overview:

This educator’s guide is meant to provide educators with the information needed to prepare and effectively utilize the DEER curriculum with students. In the pages that follow are descriptions of the lesson plan content, ideas on how this curriculum can be expanded upon, links to additional resources, correlations to Arkansas's academic standards, a glossary of common terms, answer keys, and solutions to some commonly encountered issues. This teacher’s guide covers Exercise 1 An Introduction to Choctaw Island Wildlife Management Area and Geographic Information Systems and Exercise 2 Mississippi River Flooding and the Effects on White-tailed Deer.

Both the exercises address educational requisites found in Arkansas's 9-12 curriculums. In addition, both exercises demonstrate ecological concepts through examples derived from deer space use dataset layers (i.e. deer location data). To accomplish this each exercise utilizes deer space use data and associated Geographic Information System (GIS) dataset layers to explore the natural resource issues of South-East Arkansas as they influence the white-tailed deer of Choctaw Island WMA. As Arkansas's only Wildlife Management Area inside the levee system of the Mississippi River floodplain the educational lesson plans focus heavily on the influences determining how deer respond to flooding.

Choctaw Island is also one of sixteen Wildlife Management Areas (WMAs) managed by the AGFC that has been designated for increased deer management. Increased deer management is a comprehensive deer management strategy that aims to understand the factors regulating local deer populations and apply adaptive management strategies that promote deer herd health. To understand the impact management strategies are having on deer population dynamics and hunter satisfaction increased deer management incorporates information regarding habitat quality, deer population dynamics, and hunter effort. Every three years biologists collect information on the composition of local deer herds using trail camera and aerial surveys. Furthermore, biologists conduct habitat assessments to ensure the available habitat is maintaining the vigor necessary to keep deer herds healthy and productive. By looking at how healthy individual deer are biologists can determine the appropriate harvest management strategy that promotes deer herd health. Thus, biologists collect biological information from harvested deer to monitor the overall health of the deer herds. The information gained from a comprehensive deer management and monitoring program allows AGFC to continue developing adaptive deer management strategies that provide a diversity of quality hunting opportunities throughout Arkansas.

In addition to Choctaw Island WMA’s designation for increased deer management it is also located inside the levees of the Mississippi River. Thus, during the spring it is prone to flooding as rivers upstream swell from spring rains and melting snow. With only a 9ft elevation difference (topographical relief) between the lowest and highest elevations small changes in water levels can greatly increase the amount of land that becomes inundated. Since being purchased in 2001 multiple collaborative research initiatives have been undertaken between the University of Arkansas’s Forest Resource Center and the AGFC on Choctaw Island WMA. The knowledge gained from these initiatives has increased our understanding of deer biology, ecology, and management in Arkansas's flood prone regions. This has in turn improved deer management strategies throughout Arkansas's flood prone regions and the Southeast United States.

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Getting Started:

Each lesson plan is comprised of four components. These include the lesson plan, GIS dataset layers, a series of video clips, and essay questions at the conclusion of each lesson plan. Each lesson plan is formatted as an Adobe Portable Document (PDF). Prior to beginning an exercise it is important you familiarize yourself with the lesson plan(s) and associated materials. The lesson plans are meant to be used in conjunction as topics in Exercise 1 are expanded upon in Exercise 2. Thus, educators are encouraged to have students complete Exercise 1 prior to beginning Exercise 2 although this is not required.

While students can complete each lesson plan without the utilization of a Geographic Information System (GIS) it is strongly recommended the GIS lab portion be completed. Concepts covered in both the Ecological Overview and GIS overview are reinforced through the GIS lab portion. Furthermore, some answers to the questions postulated in the essay responses can only be answered through the utilization of a GIS system. Therefore, educators should ensure that students have access to GIS software prior to utilizing either lesson plan. The dataset layers and lesson plans are made to be utilized in ArcMap 10 and will also work in ArcMap 9.3.

In addition, to facilitate each exercise a series of videos has been created to show concepts covered in each lesson plan. To enhance your understanding it is recommended that the videos be watched as they are encountered in the exercise PDF. Furthermore, each exercise requires the utilization of Geographic Information System (GIS) dataset layers. Therefore, it is highly recommended educators and students save the GIS dataset layers required to complete each exercise to the hard drive of the computer they will utilize prior to beginning either lesson plan. Educators should reference the preparing the GIS Dataset layers section for more information on how to prepare the GIS dataset layers for student utilization.

If you encounter problems completing a portion of the GIS lab component a video tutorial of each series of steps has been created (See GIS Tutorials for more information).

Prior to utilizing the educational lesson plans it is important that all the educational materials be reviewed prior to their utilization with students.

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Preparing the GIS Dataset layers:

The GIS dataset layers required to complete each lesson plan can be obtained from the AGFC website (Hyperlink). These datasets may require a significant download period and time should be allocated prior to their utilization in a classroom setting

Once an educator has downloaded the GIS dataset layers they should be copied to the hard drive of the computer(s) students will utilize to complete each lesson plan. This can be accomplished through either placing the GIS dataset layers on a network drive and having students download them to their respective computers or by saving the GIS dataset layers to an external memory device and then copying them to the hard drive of the student’s computer (See the D.E.E.R. Curriculum Trouble Shooting for more information).

Note: You will not require the DVD preparation materials unless you have requested a DVD from the University of Arkansas.

Lesson Plan Components:

There are five components to each lesson plan students will utilize. More information about each of the components is provided in the following text.

Lesson Overview:

This lesson overview is intended on providing students with a general overview of each lesson plan. It also is intended to provide students with background information on the ecological and GIS concepts covered in each lesson plan. The topics addressed in the lesson overview are discussed in more detail in the Ecological and GIS overview sections of each lesson plan. Each lesson overview talks about the physical characteristics of the Mississippi River.

Educational Objectives:

The educational objectives are meant to provide students and educators with the concepts and lesson plan objectives covered in each exercise. Both the ecological and GIS objectives are outlined for each exercise. These objectives are meant to provide students with a conceptual framework they can utilize to properly understand and explore topics as these relate to the essay questions at the conclusion of each lesson plan.

Ecological Overview:

The ecological overview for each exercise is intended to cover the biology, ecology, and management implications of the concepts discussed in each lesson plan. Each ecological overview covers a breadth of topics related to the Mississippi River, Mississippi River floodplain, stream hydrology, wildlife research, wildlife response to flooding, and the implications of the altered landscape that encompasses Choctaw Island WMA.

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GIS Overview:

The GIS overview is intended to introduce students to GIS systems and the manner in which those topics will be addressed in each lesson plan. The GIS concepts and tools utilized in each exercise utilize basic dataset layers and dataset analysis tools. Thus, students should be able to complete the GIS lab portion and answer questions related to the GIS concepts discussed without needing to take any extra steps once ArcMap 10 has been opened.

GIS Lab Component:

The GIS lab portion of each exercise combines concepts from both the ecological overview and GIS overview. Students should open ArcMap before starting the GIS lab portion. Students will not need to Utilize GIS software prior to the GIS lab component of each exercise. The GIS Lab portion begins with adding the GIS data layers needed to complete each exercise (i.e. the dataset layers are already located on the computer’s hard drive). The GIS lab walks students through basic GIS steps. By adding and manipulating pre-prepared datasets students will become familiar with the various types of data incorporated for use in GIS analysis and wildlife research. Moreover, the pre-prepared wildlife locations have been chosen from the cumulative data collected because it is felt they best demonstrate ecological concepts and biological facets emphasized in the lesson plan. (See Preparing the GIS dataset layers and GIS tutorial for more information)

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Exercise 1: An Introduction to Choctaw Island WMA and Geographic Information Systems (GIS)

Exercise one is designed to introduce students to one of the most unique river systems in the world. The lesson overview starts by discussing the Mississippi River and the immense impact this River has had on the landscape through the formation of a geographically vast floodplain. Moreover, the overview touches on the importance of the Mississippi river in sustaining the unique ecosystem(s) found throughout the floodplain. The overview also prepares students to discuss and explore how humans have altered this ecosystem and the Mississippi River over the last 200 years

In addition, the overview is meant to introduce students to Choctaw Island WMA. Students are informed that Choctaw Island WMA is Arkansas’s only WMA inside the levees of the Mississippi River and that it represents a glimpse of an ecosystem that used to cover the vast expanse of the Mississippi river floodplain. Furthermore, students are introduced to GIS systems and told that these topics will be discussed in more detail shortly.

Exercise 1 Ecological Overview:

The Ecological overview begins by discussing the history of Choctaw Island WMA and the state agency (Arkansas Game and Fish Commission) responsible for managing the resource. A primary focus of the ecological overview is to familiarize students with the ecology of the Mississippi river floodplain. Specifically, the role seasonal flooding played in maintaining highly productive wetlands.

Educators should note to students that not only has the amount of forest cover changed over the last two centuries but the type of trees found in presently wooded areas may not necessarily be reflective of past forest composition. For example, chestnut trees once were a common and important food source for numerous species; however, none presently exist in the lower Mississippi Alluvial Plain.

Moreover, the overview talks about how the Mississippi River flood plain is ideal for agricultural production. The overview discusses the present day importance of agriculture to the Delta and the types of agricultural commodities commonly grown. Furthermore, the overview discusses how since the floodplain has been controlled through levees it no longer receives the annual replenishment of nutrients and water through sediment deposition hence farmers are required to intensively fertilize crops to remain profitable. Agricultural runoff is a main contributor to degraded water quality not only in the Mississippi River delta but in watersheds throughout the US.

The overview also discusses the evolution of flood control along the Mississippi river. Furthermore, the overview discusses the federal agency (US Army Corp of Engineers) responsible for the upkeep of the present day levee system. This agency became responsible for flood control after the flood of 1927 and is discussed in more detail during the second lesson plan.

The overview continues on to discuss the white-tailed deer research initiatives that have occurred on Choctaw Island WMA since 2008. Moreover, the overview is meant to stimulate discussions amongst students on the reasons behind wildlife research and the techniques utilized to study wildlife populations.

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Exercise 1 GIS Overview:

The GIS overview is meant to introduce students to Geographic Information Systems (GIS). A brief overview of the evolution of GIS is discussed. Moreover, explanations for how GIS can be applied to ask and answer real world problems are provided. In addition, students are introduced to the types of dataset layers utilized inside GIS systems. Furthermore, students are told how these concepts will be applied to explore Choctaw Island WMA and the white-tailed deer that inhabit the WMA.

Exercise 2: Mississippi River Flooding and the Effects on White-tailed Deer.

Exercise 2 builds on the concepts introduced in Exercise 1. In the second lesson plan students will get into greater detail and depth regarding the hydrology and attributes of the Mississippi River system. The Mississippi River system is one of the most anthropogenically influenced ecosystems in North America and lesson plan 2 begins with an emphasis on the importance to wetlands in maintaining biologically diverse areas. It continues by introducing students to river hydrology concepts such as watersheds, riparian areas, and flood control.

Exercise 2 Ecological Overview:

The intent of the Ecological overview is to familiarize students with watersheds and how topographical features are responsible for the formation of river systems. Moreover, the overview is meant to provide student with information on how the hydrology of streams change as they increase in order (i.e. small streams join larger streams which join river systems.) The overview describes the steps involved in determining a stream/river system’s order and some basic tenants of deriving a stream/river system’s order.

Once watersheds and river systems are defined students began to discuss the ecology of stream systems. Specifically, the riparian ecosystems that border stream systems and how riparian areas contribute to the type(s) of plants and wildlife found in wetland ecosystems. The ecological overview then transitions to how these stream characteristics can be used to explain how flooding can recharge and maintain wetland ecosystems.

The evolution of flood control over the past 200 years is discussed in more detail than covered in the first lesson plan. In addition, the overview details how flood control is achieved and the purpose behind various flood control measures. Moreover, the affect these flood control efforts have had on altering wetland ecosystems is discussed. Some quantitative numbers are provided that may provide a more detailed explanation relating to the extent of these changes. These changes are discussed in relation to their impact on wildlife populations, including black bears and various species of fish. Briefly correlations between the amount of bottomland hardwoods fish yields is discussed.

The ecological overview concludes with an explanation of the white-tailed deer and various GIS dataset layers utilized in the GIS lab portion of the lesson plan. Students are informed that Exercise 2 utilizes white-tailed deer locations collected during a spring flooding event that occurred in 2009. During this time water levels rose to 41ft. The deer locations utilized in Exercise 1 and Exercise 2 correspond to this time period and all video utilized in each exercise were filmed during this flooding period as well.

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Educators may wish to draw a comparison between the highest flood level recorded during the lesson plans (42 ft.) and the water level recorded the following spring (50ft.). The record high recorded during the great flood of 1927 was 51ft.

Exercise 2 GIS Overview:

The GIS overview is meant to reinforce the GIS concepts covered in the first lesson plan through a slightly more detailed explanation of the components contained in a GIS system. In addition, students are introduced to the concept that GIS dataset layers have both spatial (location) and attribute (location information) data. Students are told they will utilize various elevation layers to explore Arkansas’s major river systems and explore how flooding affects not only Choctaw Island WMA but the white-tailed deer that inhabit Choctaw Island WMA. The overview concludes with students being introduced to the Structured Query Language (SQL) that is used to examine particular points or data contained in a dataset layer. They will use this skill to identify and answer specific questions relating to the deer’s response to flooding at the conclusion of the exercise.

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GIS Tutorials:

For the GIS lab portion of each exercise a series of GIS tutorials has been created. These tutorials were designed to provide educators with the ability to “walk through” the GIS lab portion of each exercise. These tutorials were developed in ArcMap 9.3 to facilitate the use of the lesson plans by educators without access to ArcMap 10. It should be noted that there are several changes to the layout of ArcMap10 vs. ArcMap 9.3; however, the steps outlined should be easily applicable to students utilizing either ArcMap version.

These tutorials are contained in the GIS Tutorial folder that can be downloaded from the Educators page. To utilize a tutorial educators should locate the lesson plan of interest and GIS lab portion step they would like demonstrated, and click/open on the folder referencing the step. Inside each folder are three files. These are a .htm file (HTML document), .swf file (Shockwave file), and .js file (Jscript). Educators will want to utilize the .htm file. To open the tutorial educators should right click on the .htm file and click open. The GIS tutorial will then open as a new tab in your computers internet explorer.

The tutorials require you to click a series of cues to continue onto to each step contained in the tutorial. These cues can be identified by watching the simulated mouse and clicking inside the transparent box outlined in blue.

Video Descriptions:

Each video is a silent clip of a landscape feature or research activity conducted on or immediately around Choctaw Island WMA. Word captions are contained within each video to reinforce concepts covered in the ecological review. The captions contained in each video are provided in the following text.

These videos are provided to expose students to the ecosystems of the Mississippi River and its associated floodplain. It is realized educators may themselves not be familiar with Choctaw Island WMA and/or will not be able to take their students to this unique ecosystem. Thus, by exposing students to this ecosystem through visual cues it is hoped they will be better able to understand and interpret the GIS dataset layers and concepts covered in each lesson plan.

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Video Clip 1:

Clip 1 is a 17 second video of the Mississippi river shot from the banks of Choctaw Island WMA. The water level at the time clip 1 was filmed was 37ft. This corresponds to a normal water level and the base elevation layers utilized in Exercise 2. The video also provides information on the economic importance of the Mississippi River. These concepts are discussed in more detail during Exercise 2.

The video also discusses some of the economics of the modern day MS River. It is meant to tie into some of the river manipulation efforts undertaken and discussed in Exercise 2.

Video Text:

“Most grain grown in the United States is transported down the Mississippi River. In total over 300 million tons of goods are transported from ports along its banks annually.”

Video Clip 2:

Clip 2 is a 48 second video of agriculture in the Mississippi River delta. The video clips were filmed from the top of the levee on the western border of Choctaw Island WMA and an agricultural field in the immediate area. The video discusses how agriculture has changed the Mississippi river delta and the importance of agriculture to Arkansas’s economy.

Video Text

Video Clip 2 Part 1:

“Agriculture covers over 15 million acres in the lower Mississippi River valley. Prior to settlement this area was old growth bottomland hardwood forest.”


“Arkansas ranks in the top twenty-five states for horse ownership. It is also in the top ten states for beef cattle production.”


“The amount of cotton grown annually in Arkansas has been declining. However, even as production has decreased Arkansas annually produces over 10% of the nation’s cotton.”

Video Clip 3:

Clip 3 is a 40 second long video of two historical markers found in Arkansas City AR. The flood of 1927 represents an important ecological event that had major social ramifications that can still be seen today in the Mississippi River Delta and the demographics of the United States.


The Great Flood of 1927

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“The flood of 1927 was the greatest disaster ever suffered by the county. Breaks in the Arkansas and Mississippi River levees, within the county, covered the land with water from 4 to 30 feet in depth in April and part remained until summer. Most of the people fled to seek refuge. Later many people were subjects of charity. Deaths, destruction, damage, and financial ruin resulted from the catastrophe. A drought and the Depression of the 1930s followed the flood. Years were required for the county to recover.”


Arkansas City River Port

“Between the years of 1837 and 1927, Arkansas City had one of the most important ports on the Mississippi River. Before being an established port, a steamboat landing was located at this site as early as 1834. This port was also known as the Kate Adam Port because of the many landings made here by the steamboat “Kate Adams”. The port channel became no longer navigable to the many paddlewheel boats and other watercraft following the Great Flood of 1927 when the river changed its course.”

Video Clip 4:

Clip 4 is 2 minutes and 22 second long video of Arkansas Game and Fish Commission biologists and University of Arkansas researchers trapping a white-tailed deer on Choctaw Island WMA. The video provides an overview of the techniques utilized to trap deer during deer research initiatives on Choctaw Island WMA and a video clip of a deer being captured and outfitted with a GPS radio collar and identifying markers is included.


“Deer are captured in large drop nets. Each net is 60ft x 60ft and held up by over 375 ft. of rope.”


“Researchers sit in blinds waiting for the deer to show up. Most nights the deer don’t show up till after dark.”


“The net is dropped by a trigger mechanism in the pole closest to the blind. When the mechanism is released ropes holding the net drop catching the deer.”


“Researchers rush to blindfold the deer. This calms and prevents the animal from hurting itself in the net.”


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“After being blindfolded deer are outfitted with a radio collar and metal and plastic ear tags. The radio collars are programmed to collect a location every two hours.”

“Once the deer is released researchers can monitor the deer using the radio collar’s unique frequency.”

Video Clip 5:

Clip 5 is a video clip taken from the main access road on Choctaw Island WMA. This video show the rising flood waters that occurred during the same time period as the GPS collar locations utilized in Exercise 1 and Exercise 2. Moreover, the water levels shown in Clip 5 correspond to the elevation and flood maps utilized in Exercise 2.


The water level of the Mississippi River during Clip 5 part 1 was 37ft.

“Slowly rising flood water inundates bottomland hardwoods. This provides ideal spawning habitat for fish.”


The water level of the Mississippi River during Clip 5 part 2 was 39ft.

“Many people fish during this time to take advantage of the fish that are spawning.”


“Flood waters exert tremendous pressure on the levee. To prevent stress the levee Commission closes the road during flooding.”


The water level of the Mississippi River during Clip 5 part 4 was 48ft. The record high water level is 51ft recorded in 1927.

“Flood waters can rise to impressive levels. A single breach in the levee would flood thousands of acres.”

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Clip 1 is a 25 second video clip of remnant wetlands adjacent to an agricultural field in the area around Choctaw Island WMA.

“Numerous small wetlands have been lost to agriculture. The wetlands relied on spring floods for replenishment of their water and nutrient supply.”


Clip 2 is a 18 second video filmed from a small levee on Choctaw Island WMA. The video spans from bottom land hardwoods to a young cottonwood cutover.

“CI IWMA is composed of bottomland hardwoods and cottonwood cutovers. Small levees provide green forage beneficial to white-tailed deer.”

Video Clip 3:

Clip 3 is a 26 second video that shows University of Arkansas Researchers monitoring deer during flooding that occurred during the time period discussed in Exercise 1 and Exercise 2.


“Deer are being located during spring flooding. If something happens to the deer the radio collar emits a fast pulsing signal known as a mortality signal.


“Once the deer is located researchers can learn more about how they respond to flooding.”

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D.E.E.R. Development Glossary:

The glossary includes additional words that go beyond the scope of the actual exercises. They provide definitions for educators thinking about expanding on a topic in one of the exercises.

Active Floodplain: The floodplain inundated during a 100 year flood

Active Layer: A layer that becomes visible because it has been checked (activated) in the Data Frame Window.

Backwater Zone: Lentic habitats lateral to the channel border that are connected to the river at least for some time in most years. This zone includes abandoned channels (including floodplain lakes > oxbow) severed from the river at the upstream or both ends, lakes lateral to the channel border, and ephemeral floodplain ponds.

Bare Earth: Digital elevation data of the terrain, free from vegetation, buildings, and other man-made structures. Elevations of the ground

Biodiversity: The number of different organisms in a given place at a given time. High levels of biodiversity are a good indicator of healthy ecosystems.

Break Line: A linear feature that describes a change in smoothness or continuity of a surface.

Channel: (See Main Channel)

Channel border: The zone from the main channel to the riverbank. Current velocity and depth will vary, generally decreasing with distance from the main channel, but the channel border is a zone of slower current, shallower water, and greater habitat heterogeneity. Channel border includes secondary channels and sloughs, islands and their associated sandbars.

Commodity: A good for which there is demand, but which is supplied without qualitative differentiation across a market. Commodities are often substances that come out of the earth and maintain roughly a universal price.

Conservation: the science and proper management of resources to maintain biodiversity

Contour Lines: Lines of equal elevation on a surface. An imaginary line on the ground, all points of which are at the same elevation above or below a specified reference surface.

Coordinate System: Designations for spatial data that allow a particular place or area on the earth’s surface to have a common but arbitrary basis for identification.

Core Home Range: Animals do not utilize their home range equally. Areas with higher uses can be identified and the area where an animal spends most of its time is considered the animals core home range.

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Data Frame Window: Where Datasets and layers added to an ArcMap 9.3session are visible. The data frame window allows users to activate, deactivate collapse, arrange, and access any data added to the current session.

Data Layers: Thematic representations of geographic information, such as animal locations, elevation maps, and roads. Layers are represented by symbols, colors, and labels that visualize and provide attribute data.

Datum: Any quantity or set of such quantities that may serve as a basis for calculation of other quantities. For digital elevation data produced under the North Carolina Floodplain Mapping Program, the horizontal datum (i.e., coordinate system in which horizontal control points are located) is the North American Datum of 1983 (NAD 83) and the vertical datum (i.e., set of constants defining a height system) is the North American Vertical Datum of 1988 (NAVD 88). D.E.E.R: The D.E.E.R. exercises were developed to demonstrate the relationship between natural systems utilizing real deer space use data. D.E.E.R. is an acronym: Derived Ecological Education Requisites.

DEM (Digital Elevation Model): A popular acronym used as a generic term for digital topographic data. Usually bare earth elevations at regularly spaced intervals in x and y directions. Regularly spaced elevation data are easily and efficiently processed in a variety of computer uses. Diversity: The Varity of habitats, living communities, and ecological processes in a specified natural system DTM (Digital Terrain Model): Similar to DEMs, but they may incorporate the elevation of significant topographic features on the land and mass points and break lines that are irregularly spaced to better characterize the true shape of the bare earth terrain. Eutrophic Lakes: Eutrophic lakes are characterized by their high nutrient availability. This promotes primary production (i.e. algae growth) and provides aquatic plants ideal conditions. Eutrophic lakes benefit from abundant sediment accumulation and generally boast robust fisheries. Floodplain: Flat land bordering a river and made up of alluvium (sand, silt, and clay) deposited during floods. When a river overflows, the floodplain is covered with water. Flood Stage: The period of time when the river rises above bank full crests and falls back below bank full.

Geographic Coordinate System: A three-dimensional spherical surface that represents the earth’s surface as a spheroid. Points are referenced by longitudinal and latitude lines measured from the earth’s center often reported in degrees.

Geographic Information Systems (GIS): A system of spatially referenced information, including computer programs that store, manipulate, analyze, and display spatial data.

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GPS (Global Positioning System): Technology that computes the three-dimensional position in space, for example the LIDAR sensor, using satellites. Home Range: area traversed by the individual in its normal activities of food gathering, mating, and caring for young. (Burt 1943). Home ranges may change seasonally or as a result of changes in environmental conditions.

Lentic: Lentic refers to aquatic ecosystems with standing or still waters. It encompasses ponds, lakes, marshes, wetlands, and all associated biological organisms.

Levee: An raised earthen embankment built to prevent a river from flooding its natural floodplain Levee Dike: Large rock riprap structures that extend from the shore into the main river channel. Dikes divert the flow of water into the main channel. They function to help maintain the navigation channel in the Mississippi River. They increase current speed in the navigation channel decreasing sediment buildup.

LIDAR (Light Detection and Ranging): An instrument that measures distance to a reflecting object by emitting timed pulses of laser light and measuring the time between emission and reception of reflected pulses. The measured time interval is converted to distance.

Main channel: Portion of the river that contains the thalweg and the navigation channel; water is relatively deep and the current, although varying temporally and spatially, is persistent and relatively strong.

Oxbow Lake: A body of water that use to compose the channel of a river but has since been isolated creating a eutrophic lake. Oxbow lakes provide high quality habitats and yield high quality fisheries.

Post-Flood: The period of time after flood water recedes.

Pre-flood stage: The period of time before rising water levels starts to influence the surrounding landscape.

Projected Coordinate System: A Flat two dimensional surface. Projected coordinate systems have constant lengths, angles, and areas across the surface. Projected coordinate systems are based off geographic coordinate systems. Geographic coordinate systems are based off a sphere or spheroid interpretation of the Earth’s surface.

Spatial Analysis: Performing any type of ask and answer analysis using real data inside a Geographic Information System.

Thalweg: The lowest (deepest) part of a river or stream at any given location along the river or stream.

Water gage: Gauge for indicating the level of water in a system. Along the Mississippi River the U.S Army Corp of Engineers maintains and monitors water gage levels.

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D.E.E.R. Curriculum Trouble Shooting:

1) What is contained on Each D.E.E.R. DVD?

2) What types of Data are contained on the D.E.E.R. DVDs?

2a) GIS Data

2b) Windows Media Videos

2c) Microsoft Word Documents

2d) GIS Tutorials

3) The GIS tutorial folder contains multiple files which one should students utilize?

4) When students click on the GIS tutorial (Shockwave flash file) it doesn’t open correctly how do

they remedy this problem?

5) Will Students need multiple software programs to complete the exercises?

6) What if students can’t find the files/folders contained on the DVDs?

7) Will students need to open additional files as they work through the exercises (Word

Documents)?

8) Is Arc Map 9.3 required to complete the Exercises?

9) What if my students cannot find one of the tools needed to complete the exercises?

10) How can Students find more information and help with the ArcMap software?

11) Why are there links to other educational materials included in the exercise?

12) Why is it important to copy the DVDs to my computer before begging the exercises?

13) Can the exercises be completed without first copying the DVDs?

14) How much time is required to copy the DVDs to my computer?

15) How much data is contained on the DVDs?

16) Can I complete the exercises without completing the steps inside ArcMap?

17) If students have never utilized ArcMap before can the exercises be completed without any prior

preparation of the ArcMap session?

18) Can the exercises be saved and completed in sections?

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1) What is contained on Each D.E.E.R. DVD?

The D.E.E.R. curriculum is contained on three DVD’s. The first DVD (D.E.E.R. disk 1) contains all the files and materials students will require to work through and complete the exercises. The second and third DVDs contain the GIS Data sets/layers necessary to complete the GIS portion of the first or second exercise respectively. Therefore, students will want to work through the exercises utilizing the materials contained on Disk 1 and will require the GIS data contained on Disk 2 or 3 to complete the GIS portion of each exercise. It is recommended students create a copy of all Disks to their computer before beginning either exercise and then reference Disk 1 for any Non-GIS materials needed and Disk 2 or 3 to locate the GIS data sets/layers required to complete the GIS portion of each exercise.

2) What types of Data are contained on the D.E.E.R. DVDs?

The D.E.E.R. DVDs contain several types of data. Some of the data is specifically for incorporation inside ArcMap 9.3 or other GIS software. Other types of common multimedia files are provided to supplement the D.E.E.R. exercises. Below is a compilation of the types of data contained on the D.E.E.R. DVDs and the software needed to open and incorporate them into the educational exercise(s). Non-GIS data sets and files should be opened similar to any other type of file per below instructions. Do not attempt to add or open any Non-GIS data set inside ArcMap as they will not be visible and/or will work improperly.

2a) GIS Data – To complete the GIS portion of each exercise students will be required to utilize a wide variety of GIS data sets. The GIS datasets are the only files that should be added, used, or opened inside ArcMap. If the GIS data for Ex1 or Ex2 is opened from My Computer off the Desktop students will notice a large number of files. These files are not meant to be opened outside of ArcMap. If students attempt to open the GIS files the files will not be useful or interpretable. However, once inside ArcMap students can navigate to the folder containing the GIS data sets for Ex1 or Ex2 and will find the GIS data sets to be properly formatted and less numerous. This occurs because each GIS data set/layer is a compilation of several types of files. Therefore, when viewed or opened from outside ArcMap all files needed to create the GIS layer are visible, however, once students navigate to the GIS data set/layer(s) from inside ArcMap they will find the GIS datasets are clearly labeled and prepared for analysis. All GIS data sets/layers have been pre-prepared and students only need to add them to their current session to complete the exercises. Furthermore, students should be aware that they are utilizing numerous types of GIS data sets but do not need to perform any type of actual analysis on these data sets to complete the exercises.

2B) Windows Media Videos (WMV) - Video clips were shot on and around Choctaw Island to help visualize the concepts covered in each exercise and landscape of the Mississippi Alluvial Plain. These videos are contained in the Video folder for each exercise on D.E.E.R. DVD 1. The videos are formatted as WMV files and can be opened in Windows Media Player. Attempting to open the files with flash or other video software may cause them to not work correctly. To utilize the videos have students click on the video file of interest. If windows media player is installed on the computer the video clip should play automatically. If they do not students may be prompted to select a program to open the files with at which point they should be instructed to locate and select the Windows Media Player software.

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2C) Microsoft Word Documents (.doc) - The two educational exercises are contained in the Ex1 and Ex2 folder of D.E.E.R. DVD 1 respectively. Each exercise was produced and provided as a word document. Specifically, the exercises were created in Word 2007. Therefore, minor formatting issues may arise when opening them with an older or newer version of the software. To locate the exercises (word documents) have students open the Ex1 or Ex2 folder on D.E.E.R. DVD 1 and locate the word document named ex1 or ex2 respectively.

2D) GIS Tutorials – For each series of steps in the GIS portion of the exercises a demo of the steps has been produced. The format of these tutorials is as a shockwave flash file. These files can be found in the GIS tutorial folder of each exercise on D.E.E.R. DVD 1. These demos were produced in Adobe Captivate 5 and allow students to visually see each step being performed in ArcMap 9.3. The tutorials are designed to be interactive and will stop each time a mouse click is performed or an explanatory screen appears. To continue with the tutorial students will either need to click the button associated with each step or click continue in the explanatory text box.

3) The GIS tutorial folder contains multiple files which one should students utilize?

When a student opens a GIS tutorial for a certain step in each exercise the associated file will contain three types of files. These files are made available to accommodate the wide range of operating systems utilized by educators. However, the most applicable format will be the shockwave flash file. To begin the tutorial have students open the folder for the step they wish to see performed and click on the shockwave flash file.

4) When students click on the GIS tutorial (Shockwave flash file) it doesn’t open correctly how do they remedy this problem?

Most computers and operating systems have not utilized Adobe Captivate 5 or the associated shockwave flash files. Therefore, students will be prompted to select a program to open the files. The most suited program to utilize is windows internet explorer. When the choose a program to open this file prompt appears have students select a program to open the file and do not utilize the use the internet to find the appropriate program option. From here students can select windows explorer. Note that any pop up blocker software will attempt to stop the tutorial from running once it opens in Windows internet explorer and ensure students allow the blocked content to appear. The tutorials will open and work correctly in a new windows explorer tab.

5) Will Students need multiple software programs to complete the exercises?

Yes, students will be required to utilize all of the previously mentioned types of data and associated software to successfully complete the exercises as directed in the ex1 and ex2 lesson plans. To accomplish the task students should begin by opening ArcMap on their computer and the ex1 and/or ex2 word documents. As students work through the exercises contained in the word documents they will be prompted to utilize the previously mentioned files and should follow the directions for each type of file when opening and utilizing the required files. This will likely result in the students having Microsoft word, Windows Media Player, Internet Explorer, and ArcMap opened simultaneously.

6) What if students can’t find the files/folders contained on the DVDs?

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There are several reasons students may not be able to find files or folders contained on the DVDs. The most common reason for this is students attempting to open or locate the file or folder utilizing the inappropriate software. For instance students attempting to locate or add the video or GIS tutorials from inside ArcMap will result in the folders appearing empty. This occurs because certain software packages will only recognize and hence show files that can be utilized with that particular software. Similarly, students attempting to utilize the GIS data sets outside of ArcMap will be confronted with confusing and uninterruptable files and layers. To address these issues insure students are utilizing the appropriate software and procedures to view and utilize the various types of data sets and materials per the specific instructions for each type of file/data set.

7) Will students need to open additional files as they work through the exercises (Word Documents)?

Yes, before beginning the exercises it is recommended students open the desired exercise in Microsoft word. As they complete the exercises they will be prompted to utilize videos, GIS tutorials, and GIS data sets. This will require them to locate and open the associated files utilizing the instructions for each type of file or data set.

8) Is Arc Map 9.3 required to complete the Exercises?

No, although it is highly recommended. The exercises were designed for utilization inside ArcMap 9.3. However, other versions of ArcMap can be utilized to complete the exercises. It is extremely important educators understand utilizing other versions of the ArcMap software will cause certain steps and procedures to be different and may make the steps outlined in the GIS portion of the exercises inapplicable. Furthermore, the format of the exercises and GIS tutorials were provided to ensure educators without access to ArcMap could still incorporate and convey the concepts covered to their students. Again it is highly recommended ArcMap 9.3 be utilized to complete the exercises to avoid complications with different versions of the software, however, students can still complete the exercises inside other versions as the GIS data set/layers will work regardless of the version.

9) What if my students cannot find one of the tools needed to complete the exercises?

There are several reasons students could encounter problems when working through the exercises. The most likely cause of confusion will result when students are utilizing a different version of ArcMap other than ArcMap 9.3. Depending on the version being utilized tools can be moved and re-arranged making the location of the proper tool difficult. If students are utilizing ArcMap 9.3 and cannot locate a tool ensure the proper tool bar is added to the current session. In ArcMap 9.3 this can be found in the Tools -> Extensions pull down menu. In ArcMap 10 toolbars are activated and found under the customization pull down menu of the current session. Students should not need any additional licenses or extensions to complete the exercises. For help with locating a specific tool or toolbar needed have students reference the ESRI ArcMap help materials contained online (see following questions and solutions). Finally when students open ArcMap ensure they do not close any toolbars (windows contained inside the current ArcMap session) as these are toolbars they will need to complete each exercise.

10) How can Students find more information and help with the ArcMap software?

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ESRI provides extensive help documents for each version of the ArcMap software. To locate these students can open their internet explorer and search for ESRI ArcMap 9.3, 10… help. This should direct them to the help materials available online. Each ArcMap version has its own help guide with a search option students can utilize to search for answers to their questions relating to the ArcMap software. It is recommended students become familiar with the online resources before beginning the exercise so they can quickly address their problems as they arise.

11) Why are there links to other educational materials included in the exercise?

The scope of the educational curriculum did not allow for extensive detail of each concept covered. Furthermore, it was anticipated educators would utilize the exercises to meet varying academic standards and requirements. Therefore, any concept anticipated to be of interest to educators and related to the scope of the educational lesson plans was included. To help facilitate educators and students interested in different aspects additional links were provided to allow for the expansion of concepts and increase the richness of the materials provided through additional educational materials. It was hoped this would allow educators to expand on certain topics and meet more of the required curriculum requirements.

12) Why is it important to copy the DVDs to my computer before begging the exercises?

Copying the data contained on the DVDs to the computer students will be utilizing will facilitate the exercise by increasing the speed at which ArcMap processes the data sets. This is especially important for the second exercise where students utilize LIDAR data which is very data and process intensive. Furthermore, copying the data will allow multiple students to work through the exercises simultaneously without compromising the time required to add and load the data sets. In addition, saving and attempting to complete the exercises over a localized network drive can slow processing speeds considerably although given the lack of analysis required by students to complete the exercises this may be of little concern.

13) Can the exercises be completed without first copying the DVDs?

Yes, it is possible to complete the exercises without copying the DVDs to a computer or local network drive. However, multiple disks are required to complete each exercise. Therefore, if only one computer or group of students is utilizing the curriculum it may save time to only copy D.E.E.R. disk one to the computer being utilized and complete the GIS portion of the exercises by placing the appropriate GIS data Disk (D.E.E.R. Disk 1 or 2) in the computers DVD/CD drive. When working through the GIS portion of the exercise students would then navigate to the DVD contained in the respective drive and work directly from the disk.

14) How much time is required to copy the DVDs to my computer?

This depends largely on the computing power of the machine being utilized. The GIS data may only take a few minutes or up to several hours depending on machine specifications. The GIS data for the first exercise is much less (3.85 GB) than that required to complete the second exercise (8.20 GB) and time should be allocated before the lesson plans are began to copy the required files.

15) How much data is contained on the DVDs?

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The DVDs provided can only contain up to 4.25 GB of data. The GIS data for exercise 1 (D.E.E.R. disk 2) is approximately 3.85 GB. The GIS data for exercise 2 (D.E.E.R. disk 3) is approximately 8.20 GB. To accommodate the GIS data on D.E.E.R. disk 3 the data has been compiled into a compressed folder. Educators or students will have to uncompress the folder before begging the second exercise and this process is explained in the GIS tutorial: DVD Preparation EX 2 folder found in the teacher materials. Follow the instructions for viewing a GIS tutorial to successfully run the DVD Preparation tutorial.

16) Can I complete the exercises without completing the steps inside ArcMap?

Yes, the exercises were created so educators and students with little experience utilizing ArcMap could complete them. To facilitate this Ecological and GIS overviews were incorporated into the exercises prior to any work being completed inside an ArcMap session. The overviews contain and explain the concepts covered throughout the exercises and will prove useful to educators and students interested in the topics covered but not necessarily the GIS skills addressed. Furthermore, educators and students without access to ArcMap software can still see the steps performed by utilizing the GIS tutorials provided for each series of steps in the GIS portions of each exercise.

17) If students have never utilized ArcMap before can the exercises be completed without any prior preparation of the ArcMap session?

Yes, it was anticipated most users would have little experience with the ArcMap software. Therefore, the exercises begin with the ArcMap session as it would be when opened on a computer for the first time. In addition, the topics and tools utilized are those commonly found in the basic layout and structure of ArcMap 9.3. If students encounter variations in the layout of the ArcMap session they should reference the online help resources available when encountering differences.

18) Can the exercises be saved and completed in sections?

Yes, when students are working through the exercises they have the option of saving their work. This can be done in the File -> Save pull down menu. To save the work being completed students must save the current session as a .mxd document. This is simply the format ArcMap utilizes to save work documents similarly to a word document being saved as a .doc document. The .mxd format will save by default and students simply need to ensure they name and save the document in a location they can easily find and reference in the future.

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Correlations to Arkansas Academic Standards:

Environmental Science:

Environmental science should examine the physical and biological dynamics of Earth. Students should analyze the impact of human activities on the environment. Field studies, as well as the process of collecting and analyzing data, should be an integral part of the course. Instruction and assessment should include both appropriate technology and the safe use of laboratory equipment. Curriculum standards listed here are referenced in the Educational Exercises.

Environmental Science Strand Standards:

Physical Dynamics

1) Students shall understand the physical dynamics of Earth.

a. P.D. 1. ES. 9 Construct and interpret information on topographic maps b. PD.1.ES.10 Describe the characteristics of each of the natural divisions of

Arkansas: i. Mississippi Alluvial Plain (Delta) emphasized

Biological Dynamics

2) Students shall understand the biological dynamics of Earth

a. BD. 2. ES. 2 Describe the relationships within a community b. BD.2. ES. 9 Explain how limiting factors affect populations and ecosystems.

Social Perspectives

3) Students shall understand the impact of human activities on the environment.

a. SP.3.ES.1 Explain the reciprocal relationships between Earth’s processes (natural disasters) and human activities.

b. SP.3.ES.5 Evaluate the impact of different points of view on health, population, resource, and environmental issues.

c. SP.3.ES.6 Research how political systems influence environmental decisions d. SP.3.ES.7 Investigate which federal and state agencies have responsibility

for environmental monitoring and action e. SP.3.ES.9 Evaluate personal and societal benefits when examining health,

population , resource and environmental issues. f. SP.3.ES.12 Explain the impact of factors such as birth rate, death rate, and

migration rate on population changes

Nature of Science

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4) Students shall use mathematics, science equipment, and technology as tools to communicate and solve environmental science problems.

a. NS.4.ES.1 Collect and analyze scientific data using appropriate mathematical calculations, figures, and tables

b. NS.4.ES.2 Use appropriate equipment and technology as tools for solving problems (Computer software and Hardware)

c. NS.4.ES.3 Utilize technology to communicate research findings.

Arkansas History: 7-8 and 9-12

Arkansas History provides a study of the history of Arkansas. The course addresses the geographic features and economics of our state, focusing on political, social, religious, military, scientific, and cultural developments that have occurred over time.

Arkansas History Strand Standards 7-8:

Geography

1) Students shall research the geographical regions of Arkansas

a. G.1.AH.7-8.1 Compare and contrast the six geographical regions of Arkansas > Mississippi Alluvial Plain (Delta) emphasized

b. G.1.AH. 7-8.2 Identify and map the major rivers of Arkansas c. G.1.AH. 7-8.4 Research the origins of key place names in Arkansas (Towns,

counties, and landforms)

Great Depression

8) Students shall discuss the effects of the Great Depression on Arkansas.

a. GD.8.AH.7-8.1 Describe the economic and social effects of the 1927 flood on Arkansas using primary and secondary sources

b. GD.8.AH.9-12.1 Investigate the economic and social effects of the 1927 flood on Arkansas using primary and secondary sources

Arkansas History Strand Standards 9-12:

Geography

1) Students shall research the geographical regions of Arkansas

a. G.1.AH.9-12.1 Investigate the six geographical land regions of Arkansas b. G.1.AH.9-12.2 Examine the practical uses of the major rivers in Arkansas

(e.g., trade, transportation, recreation)

Great Depression

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8) Students shall discuss the effects of the Great Depression on Arkansas.

a. GD.8.AH.9-12.1 Investigate the economic and social effects of the 1927 flood on Arkansas using primary and secondary sources

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Additional Resources:

Below are web links to resources that educators may find useful in preparing for and expanding upon the concepts covered in the DEER exercises. The web links are listed in the order in which the concepts appear in each exercise.

Exercise 1 Additional Resources:

Additional Information about the importance of deer in Arkansas can be found at:

http://www.encyclopediaofarkansas.net/encyclopedia/entry-detail.aspx?search=1&entryID=3154

Additional Information about the Mississippi River can be found at:

http://www.umesc.usgs.gov/reports_publications/psrs/psr_1997_02.htmlhttp://www.encyclopediaofarkansas.net/encyclopedia/entry-detail.aspx?entryID=2648

Additional information about the flood of 1927 can be found at:


Additional Information about the Levee system and responsibilities of the U.S. Army Corp of Engineers can be found at:


Additional Information about the responsibility of the AGFC can be found at:


Exercise 2 Additional Resources:

Additional information about the flood of 1927 can be found at:


More information about topographic maps and the history of mapping in the U.S. can be found at:

http://rockyweb.cr.usgs.gov/elevation/dpi_dem.html

http://egsc.usgs.gov/isb/pubs/booklets/topo/topo.html

Additional Information about LIDAR data can be found at:

http://lidar.cr.usgs.gov/

http://www.csc.noaa.gov/digitalcoast/data/coastallidar/_pdf/What_is_Lidar.pdf


http://www.umesc.usgs.gov/reports_publications/psrs/psr_1997_02.html

http://www.umesc.usgs.gov/reports_publications/psrs/psr_1997_02.html

http://www.encyclopediaofarkansas.net/encyclopedia/entry-detail.aspx?entryID=2648





http://rockyweb.cr.usgs.gov/elevation/dpi_dem.html

http://lidar.cr.usgs.gov/

http://www.csc.noaa.gov/digitalcoast/data/coastallidar/_pdf/What_is_Lidar.pdf

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TEACHER ANSWER KEY


Q1) Which agency is responsible for the management of Choctaw Island WMA? Is this a state or federal agency?

The Arkansas Game and Fish Commission (AGFC) in responsible for managing Choctaw Island WMA for the benefit of the citizens of Arkansas. The AGFC is a state agency.

Q2) In what year was management of the Mississippi River levee system and its tributaries placed under control of the U.S. Army Corp of Engineers? Responsibility for controlling flooding along the Mississippi River and its tributaries was placed under control of the U.S. army corp. of engineers in 1928 through the flood control act of 1928.

Q3) What is a Geographic Information System (GIS)?

Geographic Information Systems refer to the software and hardware needed to take real world data and explore it within a spatial context. Students may respond that ArcMap 10 is a GIS system. It is correct that ArcMap is GIS software; however, GIS systems also may incorporate other hardware and software components.

Q4) What term is used to describe a dataset layer’s color scheme or visual appearance inside a GIS system?

The appearance of dataset layers inside a GIS system is referred to as symbology. Symbology can refer to the size, color, transparency, or extent of any feature.

Q5) What type of habitat does the buck spend most of his time in before the flood?

The buck locations utilized in Exercise 1 and Exercise 2 occur mainly in Bottomland Hardwoods. Students should be able to utilize the landcover dataset layer to determine this answer.

Q6) On what day(s) does the Buck (buck_locations.shp) utilize Choctaw Bar Island to swim the Mississippi River?

The buck left Choctaw Island WMA on May 20th 2009. Students should utilize the Identify tool to answer this question.

Q7) What is the approximate distance the buck traveled across the river?

Depending on how detailed students are at measuring the distance the buck traveled between 3.8miles to 5.42 miles across the river.

Q8) Approximately how large is the Doe’s (Doe_Locations.shp) home range during the flooding period?

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Answers between 300-500 acres are acceptable responses given the technique utilized in the exercises.

Q9) Do you think the Doe’s home range would be smaller during non-flood years?

Yes, the Doe locations utilized for each exercise occur during the flooding event of 2009. Therefore, the home range estimate may be larger than non-flood years because the Doe had to leave her normal home range to avoid flood waters.

Q10) What does the Identify tool display?

The Identify tool displays the attribute data for each feature. Therefore, the identify tool displays the non-spatial information for each dataset layer.

Q11) Describe how you can alter the zoom/extent of data sets in ArcMap 10.

The extent also commonly referred to as the zoom can be altered in a number of ways as detailed in step 6 of exercise 1.

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TEACHER ANSWER KEY


Q1) What agency is responsible for controlling flooding along the Mississippi River and its tributaries? List some reasons why the Agency wants to control water levels.

The US army core of engineers is a federal agency responsible for controlling flooding along the Mississippi River and its tributaries. Flood control is important for agricultural production, movement of commodities down the river through barges, and protection of private property and interests found throughout the floodplain.

Q2) List some reasons why understanding and modeling flooding with GIS is important.

Being able to model and understand flooding is important because it allows you to anticipate how changing water levels will impact the landscape. In addition, it allow students the ability to ask and answer questions such as: “What would happen if a levee did fail?”

Q3) Discuss some of the differences between a 1st order stream and 10th order river.

A first order stream is the smallest water order while a 10th order river is a large river system with numerous streams/rivers feeding into it. The size, hydrology, and ability to support various types of flora and fauna changes as river orders increase.

Q4) How much time passed after the flood before the buck to returned to his home range? How does this compare to when the doe returned after the flood?

The Buck took a little over one month to return to his pre-flood home range while the Doe began returning to her pre-flood home range even before the flood waters had completely receded. This pattern held true across study deer with does consistently returning prior to or immediately after flood water receded while some bucks took over 3 months to return to Choctaw Island WMA.

Q5) Young deer (fawns) are usually born in early to mid-June each spring. Do you think this may have influenced how deer reacted to rising water and determined their pace of return?

Yes, it is thought the primary reason the doe attempted to return so quickly was so she could birth and raise her fawn in an area she was very familiar with. This increases her chances of avoiding predators and finding enough food to keep herself and her fawn healthy.

Q6) What do you notice about flooding on Choctaw Island WMA when the River gage reads 37ft?

Given the small topological relief found on Choctaw Island WMA (9ft) a small increase in water levels to 37ft was enough to inundate the entire South-eastern portion of the island.

Q7) What do you think the effects of flooding would be if the levee system were not in place?

If the levees were not in place flood waters would rise slower. In addition, the speed of the water in the channel would be slower due to the dispersion of water over a larger area. Moreover, the

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time areas would be inundated would likely increase as flood waters would be slow to rise and recede.

Q8) What effect do you think that would have on local wildlife populations and the local economy?

Intensive agriculture that supports many small towns in the floodplain would likely not be possible without the levee system. Moreover, long term settlements would be unfeasible given the potential for inundation. Without levees much of this land would likely revert to pre-settlement conditions. This would be very beneficial to fish and wildlife populations in the floodplain.

Q9) Which elevation layer (DEM vs. LIDAR) creates a more accurate map? List some pros and cons of each.

LIDAR dataset layers produce much more accurate maps (<1ft resolution) compared to 30m x 30m resolution for DEM data set layers. While LIDAR is more accurate it also requires significant funds to create and given the detail of the dataset can add considerable time to computer processing. While DEM are less accurate they can be used very effectively to perform analysis over large areas.

Q10) Historically, it was though wildlife had a hard time crossing large rivers. Therefore, large river systems often delineated boundaries between subspecies. Given how deer cross the river when it is well above flood stage do you think this is the case?

No, in fact a key surprise of this research was the frequency and willingness of white-tailed deer to cross the river even while it was significantly above flood stage. White-tailed deer subspecies have been delineated according to major river systems; however, research conducted on CI WMA and other major river systems has altered this method of classification.

Q11) Describe the Tools and process and that can be utilized to perform an attribute query on a dataset.

The attributes of a feature can be explored by either clicking on a feature using the Identify tool in the tools toolbar or by right clicking on a dataset layer in the data frame window and clicking the open attribute table option.

An Educator’s Guide to the DEER Lesson...

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