In an effort to give students a more visceral experience of science and instill a deeper working knowledge of concepts, activities that utilize hands-on, laboratory and simulated experiences are recommended because these activities have a greater impact on student learning, especially for Native American students. Because it is not usually feasible to take large and/or multiple classes of high school science students into the field to count numbers of organisms of a particular species, especially over a long period of time and covering a large area of an environment, the population simulation presented in this paper was created to aid students in understanding population dynamics by working with a simulated environment, which can be done in the classroom. Students create an environment and populate the environment with imaginary species. Then, using a sequence of "rules" that allow organisms to eat, reproduce, move and age, students see how the population of a species changes over time. In particular, students practice collecting data, summarizing information, plotting graphs, and interpreting graphs for such information as carrying capacity, predator prey relationships, and how specific species factors impact population and the environment. Students draw conclusions from their results and suggest further research, which may involve changes in simulation parameters, prediction of outcomes, and testing predictions. The population Simulation has demonstrated success in the above student activities using a "board game" version of the population simulation. A computer version of the population simulation needs more testing, but preliminary runs are promising. A second - and more complicated - computer simulation will simulate the same things and will add simulated population genetics.