Whitetailed Deer Biology and Adaptations PA Game Commission

White-tailed Deer Biology and Adaptations PA Game Commission

White-tailed deer: Odocoileus virginianus

Whitetail Deer Odocoileus virginianus

White-tailed deer are the most widely distributed large animal in North America. White-tailed deer range Hinterland Who’s Who

Named for the white hairs on the underside of it’s tail. When startled by danger and fleeing an area whitetails “flag” their tails as a warning signal. Scott Bauer, USDA ARS, www. forestryimages. org

The whitetails coat is reddish brown in summer and turns to a gray brown in fall and winter. Summer Coat Kenneth M. Gale, , Bugwood. org Winter Coat Scott Bauer, USDA Agricultural Research Service, Bugwood. org

A fawns spotted coat serves as camouflage. The spots imitate sunlight hitting the forest floor. Dale Wade, Rx Fire Doctor, Bugwood. org

Most fawns are born during May and June. In good habitat, does generally have twins. www. mynaturephotos. com

Fawns … • Born in late May/early June • Virtually scent-free • Spots for camouflage • “Hider” strategy

A whitetail’s keen senses of smell, vision, and hearing help them detect danger from predators including bear, coyotes, bobcats, and humans! John Stehn, U. S. Fish and Wildlife Service

Whitetails can run and bound through dense vegetation at 40 miles per hour. U. S. Fish and Wildlife

White-tailed deer, like cows, are ruminants or “cud” chewers. They have a 4 chambered stomach. The first chamber, called the rumen, stores food which is later regurgitated, chewed, and swallowed. The Hunting and Fishing Library

Deer are predominantly browsers feeding on leaves, buds, and twigs. An average adult deer requires 4 -8 pounds of forage per day. Hunting and Fishing Library

In heavily hunted areas deer rarely live past 3 years of age. Where hunting pressure is light deer may live to be 10 years of age. http: //en. wikipedia. org Fawns can be recognized by their shorter facial features.

Antler and body size is used to estimate a whitetail’s age. Here a six month old “button” buck is shown beside a mature 41/2 year old buck. J. Snavely

spike Buck (♂) Antlers (not horns!) Size due to Shed annually 1) age 2) diet 3) genetics

Antlers … Horns … What’s the difference? ! Antlers … Horns … Are shed & re-grow Are permanent Are made of bone Are made of hair Have branches or “points” Have no branches or “points”

Spring/Summer Bachelor groups velvet

A bucks antlers are covered with “velvet” while they are growing. Texas Parks and Wildlife

Fall The “Rut” (Oct-Dec in PA) “licking branch” scrape rub

The pattern of tooth replacement and wear is used by biologists to determine a whitetail’s age. USGS, Northern Prairie Wildlife Research Center

Many factors affect a whitetail’s antler development, including: 1. Diet - Nutrition 2. Age 3. Genetics 4. Herd Management http: //www. deerhunting. ws/deeraging. htm

Whitetails leave many signs behind as evidence of their presence. Ground Scrape Browse Buck Rub Rich Geffert D. R. Jackson Droppings Track S. S. Smith D. R. Jackson A. Moors Coues. Whitetail. com

Whitetail Habitat § Food - consists of an abundant supply of grasses, forbs, browse, nuts, fruit, and crops § Water - generally not a limiting factor, obtain much of what they need from the plants they eat § Cover - necessary to elude hunters and other predators and for protection from the weather www. mynaturephotos. com § Space - area required to escape predators, locate a mate, and find sufficient food, water and cover

A young seedling/sapling forest provides excellent habitat. Whitetails also prefer “edges” or transition areas between fields and forests. Donna Dewhurst, U. S. Fish and Wildlife Service

White-tailed deer are a valuable, renewable, natural resource that must be managed

Pennsylvania Game Commission - State Wildlife Management Agency 2005 Harvest Maps

Questions PA Game Commission

TASK (LAB) • We will be going outside to mimic deer feeding behavior – find at least five different foods deer eat (twigs, green leaves, acorns, berries, grasses, forbs, etc. ). – Each group will receive 1 gallon bag (ruminant) – When clipping twigs explain that they should be no longer than 3 inches, just what a deer would eat while browsing, and can only be collected from ground level to a height of 4 feet.

DISCUSSION • • • Are deer herbivores, omnivores, or carnivores? Which of the deer foods were surprising to you? Was finding deer food harder or easier than you expected? Why? Where did you search for food? Which foods were difficult to find? Which foods were easy to find? Were there any foods you could not find at all? Was there a wide diversity of food available? How might the season of the year affect food availability?

• Upon returning to school use a scale to weigh the deer food that each students or group collected. Did any find enough food for a single deer for a day? (Remember, one deer must consume 5 -8 pounds of food each day. ) • Calculate how long a deer would need to browse in a similar setting to find enough food for a day? Use the weight of food collected over the time allowed to collect as the rate.

Whitetail Deer Part 3 VIDEO: Wild America Pennsylvania Whitetail

TASK • You and a group (5 groups total) will research: A. Deer and Native Americans Describe the historical relationship between the Native Americans and white-tailed deer. Describe the many roles that deer played in the everyday lives of the Native Americans (food, shelter, clothing, trading)? What was the population level of deer 300 years ago? What helped keep deer populations in balance with the habitat back then? • B. Deer and Early American Settlers Describe the relationship between the early American settlers and whitetailed deer. What was the role of deer in the lives of the early settlers? How was wildlife viewed by the early settlers? What was the population level of the deer during settlement times? Was it reduced? If so, how? What agency was created to protect the wildlife resources in your state? When was it established and what kinds of things did they do to help deer populations?

• • • C. Deer Today Describe the relationship between people today and white-tailed deer. What is the role of deer in the lives of people today? Is any one group of people most concerned about white-tailed deer today (homeowners, gardeners, landscapers, motorists, farmers, hunters, foresters)? What is the current population of deer estimated to be in your state? D. Biological Diversity Describe what the term “biodiversity” means and how white-tailed deer can influence it. How can white-tailed deer populations influence the biodiversity of a forest? What type of feeders are white-tailed deer and what do they primarily eat? What is the most immediate impact of high deer numbers to the forests ecosystem? Do overabundant white-tailed deer populations influence other wildlife species, if so, how? E. Deer Management Describe the current management practices utilized to control the population of white-tailed deer (hunting seasons, sharp shooters, baiting, birth control). What agency in your state is responsible for deer management? How is this agency funded? What does their governing body consist of? Which management practice is considered the most effective in reducing the population level of white-tailed deer, and maintaining a healthy deer herd?

• You and your group will present your findings in one of these forms: • 1. goanimate video (it will be more than one) • 2. poster project • 3. cartoon • 4. brochure/publication • 5. video • 6. newsletter • 7. storybook

Whitetail Part 4

TASK • Whitetail Field trip: – You and your group will go on a field trip to survey for deer habitat. – SURVEY

Discussion Questions • Would the habitat studied make good deer habitat? Why or why not? • Could you find suitable food sources? Shelter/cover? • Describe the food sources and shelter/cover a deer could use in each area? Is anything lacking? Food? Shelter/cover? Space?

• List ways the habitat could be improved for deer (provide food, shelter/cover, water, sites to raise young, etc. )? • What factors may be limiting deer populations? • What habitat component seems to be in the shortest supply.