2. the process by which forms of life having traits that better
enable them to adapt to specific environmental
pressures, as predators, changes in climate, or
competition for food or mates, will tend to survive and
reproduce in greater numbers than others of their
kind, thus ensuring the perpetuation of those favorable
traits in succeeding generations.
3. a sudden departure from the
parent type in one or more
heritable
characteristics, caused by a
change in a gene or a
chromosome.
8. Groups of 3-4
One piece of fabric that will serve as the habitat. Start with 20 each of 3 colors
of dots (starting population - total of 60). The dots will be the prey.
One person is the “game keeper/warden” – control the colored dots
Two people will be the predators (hunting the prey).
Another person will be the recorder – taking note of the number of prey of each
color. Notice the data table on the worksheet and the graph paper. Colored
pencils are for graphing the results.
9. Two predators look away as the gamekeeper lays out the fabric and scatters the 60 dots from
the start bag. I am the time keeper. When I say start, the predators have 20 seconds to pick up
as many dots as they can one at a time.
When I say stop, the group members separate out the different colored dots that are left and
determine how many there are of each color.
Simulate reproduction by adding one paper dot for each remaining dot of that color. (There
are bags of extra dots for each color) Record the number of dots of each color in the table
provided on the worksheet.
Repeat the predation using the second generation of dots.
Count the remaining dots and simulate reproduction. Record the number of dots in the third
generation.
You do not have to simulate reproduction as before, but rather you can just calculate the
number of individuals that would be in the third generation beginning population.
Now graph the results from the three generations. Use colors that are similar to the colored
dots.
10. Which, if any, colors of paper dots survived better than others in the
second and third generation?
What might be the reason that predators did not select these colors
as much as they did other colors?
What effect did capturing a particular colored dot have on the
numbers of that color in the following generation?
11.
12.
13. Create a presentation of your mutant using PowerPoint®
The presentation must include:
The name of your mutant
Before and after pictures of your mutant.
Why you chose those particular mutations?
Your mutant’s current dietary habits.
Use the internet to find
your animal’s current
abilities, shape, eating
habits, etc. You will also
need to research their new
habitat.
After researching your
animal, make the necessary
“mutations” for their survival
in the new habitat. Use the
paint program to draw your
mutant.
14. Build a model from clay of
you mutant Play Who Wants to Live a Million Years?
17. Answer the following question is approximately one
paragraph to be turned in:
What does the theory of natural selection mean to you?
Provide a definition of the concept in your own words (1-2
sentences).
Provide an example of natural selection (other than the ones
presented in class (~2 sentences). This example could be real
or fictitious (made up) as long as it shows natural selection.
Comment on why it is important to understand this concept
for the benefit of understanding other ideas in
science/biology (1-2 sentences).
18. This assignment is worth a total of 12 points and
credit will be distributed as shown in the below
rubric.
Understands
fully/explained
clearly (4pts.)
Understands
somewhat/expl
ained Well
(3pts)
Somewhat
understands/
explained
sufficiently (2
pts)
Somewhat
misunderstands
/
explanation
deficient (1 pt)
Definition
Example
Benefit
