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WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.

WLHS / Biology / Unit 7 – Evolution Name: Date: Per:

LAB: Investigating Natural Selection In this activity, you will be examining how natural selection works in nature, specifically predator-prey relationships. Materials: 1 piece of colorful fabric 1 petri dish stop watch “starting population” bag forceps (1 per predator) colored pencils

PRE-LAB Questions: Before starting the lab, read through the lab and answer the following questions.

1) What is natural selection? 2) What is a predator-prey relationship? 3) In this lab, what is used as the predator? Prey? 4) What do you think predator-prey relationships have to do with evolution? DIRECTIONS: In a group of 3-4, choose one member to be the “game warden”. The remaining members will play the role of “predators”. 1) Looking at the Starting Population Bag, you will notice that there is an equal number of colored dots. Each dot represents an individual of a prey species. Record the number of dots of each color in the table on page 2 – this is GENERATION 0 (zero, G0).

2) Predators will turn away from the table while the game warden spreads out the Starting Population on the fabric. When the game warden is ready, the predators will turn around and pick up as many dots (prey) as they can in 10 seconds. NOTE: the predators “catch” their prey with their “claws” (forceps) – and may only capture ONE PREY ORGANISM AT A TIME!! When 10 seconds is up, the game warden will say “Stop” and the predators must stop hunting the prey. 3) Collect the remaining dots on the fabric, count, and record the colors in the data table provided. 4) Add 3 dots of the same color for each remaining dot (i.e. if you had 3 green dots left, you would add 9 more green dots). This is simulating reproduction. The extra dots can be obtained from the bags on the counter. 5) Record the # of each color now in the “environment” for this 1st generation. 6) Repeat and record steps 2-4 for the 2nd and 3rd generations.

7) CALCULATE the number of individuals that would be in the 4th generation and record in the data table. DON’T ACTUALLY MAKE THE 4TH GENERATION! 8) Construct a bar graph using the generation # on the x-axis (use colored pencils to show the same colors of the prey organisms) and the number of individuals at the beginning of each generation on the y-axis. The graph should include a title, labeled x and y axes, and appropriate scaling. INCLUDE GENERATION ZERO!

9) Once you are finished, “reset” your “starting population” bag so that it contains 20 of each color. 10) Return all extra dots back into the appropriate color bags and put all materials back onto the counter.

SIGNATURE OF TEACHER: __________ (5 points) AREA CLEANED-UP & MATERIALS ORGANIZED and STARTING POPULATION BAG IS “RESET” TO 20 OF EACH COLOR! DATA TABLE: POPULATION #S FOR PREY SPECIES (these #s represent the # of individuals of each color at the BEGINNING of each “season” or generation)

Number of Individuals of Each Prey Species (Dots) Generation Red Dots Green Dots Black Dots Blue Dots Brown Dots Yellow Dots G

0

(gen. zero)

**NOW MULTIPLY THE # OF SURVIVORS IN EACH COLOR BY 3 BEFORE YOU RECORD THE #S FOR THE NEXT GENERATION!!! 1st gen.

2nd gen.

3rd gen.

4th gen.

Data Analysis / Graph Examination 1) Which dots (prey species) survived better than others in the 2

nd, 3

rd, and 4

th generations?

2) What might be the reason that the predators did not select these colors as much as they did other colors? 3) What effect did capturing a particular color dot (prey species) have on the numbers of that color in following generations? One person from each group will place their graph on the board next to the fabric used in the natural selection simulation. Compare each group’s graphs with your graph along with the graphs from the groups that use second fabric. 4) Describe any patterns or relationships you notice between the HABITAT and the PREY SPECIES. 5) Imagine a real-life predator-prey relationship and describe how one or more characteristics of that predator population or prey population might change as a result of natural selection. 6) Write a paragraph that summarizes your understanding about biological evolution. Think about how evolution affects a population, variation, advantages/disadvantages of organisms, and reproduction. Also think about how organisms are related and how there is change over time.