2) Finish Natural SAelection ( Sophomore Bird) activity. ANswer questions as complete sentences using class data ( posted below) as evidence.
Results - Stations 1-5 | 2nd period Beak Types Data Table 1b Record Data on this Handout | |||||
scissors | chopsticks | clothespins | spoons | tweezers | ||
Prey Type | pennies | 4 | 31/5 | 5 | 81/20 | 11 |
small pebbles | 10 | 45/8 | 3 | 231/58 | 15 | |
Pipette tips | 17 | 100/17 | 8 | 94/24 | 26 | |
paper clips | 17 | 109/18 | 7 | 48/12 | 25 | |
foam peanuts | 12 | 90/15 | 7 | 75/19 | 11 |
‘Rainy season” | scissors | chopsticks | clothespins | spoons | tweezers | |
Prey Type | pennies | 17 | 6 | 1 | 8 | 19 |
large pebbles | 8 | 5 | 1 | 19 | 15 | |
Pipette tips | 21 | 18 | 16 | 10 | 20 | |
paper clips | 14 | 17 | 5 | 12 | 23 |
Results - Stations 1-5 | 4th period Beak Types Data Table 1b Record Data on this Handout | |||||
scissors | chopsticks | clothespins | spoons | tweezers | ||
Prey Type | pennies | 22/4 | 33/7 | 37/4 | 8 | 60/10 |
small pebbles | 53/11 | 37/7 | 51/13 | 14 | 42/7 | |
Pipette tips | 60/12 | 60/12 | 63/16 | 10 | 156/26 | |
paper clips | 78/16 | 42/8 | 46/12 | 10 | 109/18 | |
foam peanuts | 60/12 | 69/14 | 54/14 | 13 | 93/16 |
‘Rainy season” | scissors | chopsticks | clothespins | spoons | tweezers | |
Prey Type | pennies | 9/2 | 32/6 | 25/6 | 10 | 76/13 |
large pebbles | 22/4 | 33/7 | 44/11 | 16 | 90/15 | |
Pipette tips | 49/10 | 75/15 | 59/15 | 9 | 124/21 | |
paper clips | 78/16 | 34/7 | 55/14 | 6 | 100/17 |
Answer the following questions. Use a separate sheet of paper that you will attach to the group data tables
Part 1
- Which prey items were preferred (highest yield) by more than one predator?
- Could all of these predators coexist in a single habitat? Why or why not?
- What happened when resources became limited?
- Which predators (beak types) would have survived and likely reproduced more?
- Is there a predator in this environment that would have been selected against?
Part 2
- How did the change in environment affect the birds?
- What types of resources (not from activity, real world) can be limited in an environment? List five examples.
- Were particular birds adversely affected?
- Did any group of birds do better in this new wet environment? If so, which ones?
- Which birds would likely have more offspring?
- Is the effect on the survival and reproduction of these birds an example of natural selection or artificial selection? How are they different?
- Does natural selection operate on individuals or populations? Explain.
- Can an individual member of a species evolve? Explain.
3) complete the coloring work sheets on Adaptive radiation and Convergence
4) Begin resesarching your group's ancient organism and your modern organism for the EEP.
Ecology/Evolution Project v.P 2012
Project Description: Students will pick an ancestral organism and a modern organism group from the provided list. Students will then conduct research on the ancestral organism and its ancient ecology. Students will also need to conduct research on a modern descendent (unique from the other modern organism chosen in this class) of the ancestral organism and its ecology. Then students that share a common ancestor will research and predict a worst case scenario of the selective pressures exerted by Humans on the modern organism’s future biome and the evolutionary pressures that a future descendent of the modern organism will have to respond to for survival. All throughout the project you will use the basic principles of evolution and ecology to show how organisms on Earth might have evolved into modern species and ultimately predict how Humans may be the driving selective evolutionary force for future life on Earth.
Objectives:
1. Identify Taxonomy of organism (past, present, and future) use complete taxonomic information you research for the modern species and its ancestor. The species name will be chosen by the student for the future species. Teacher will provide you with guidelines for giving a scientific name to your future species you may use the modern organism’s taxonomy for the rest.
2. Identify the organism’s ecology for past, present, and future including:
a. biome, habitat, niche, predator/prey relations, trophism, food chain and any important interactions with other organisms
b. members of the same species (mates, solo/herds and offspring)
3. Identify the major environmental pressures to which your creature has responded to in the past-modern & modern-future examples.
4. Describe changes (adaptations) in your organism’s morphology and behavior for the species to be successful at each age?