The lower figure shows the beak depths of the offspring of the drought survivors in 1978. Lab 18: Environmental Change and Evolution is one of a series of lab investigations for the middle school student from the book, “Argument-Driven Inquiry in Life Science: Lab Investigations for Grades 6-8” by Patrick J. Enderle, Ruth Bickel, Leeanne Gleim, Ellen Granger, Jonathon Grooms, Melanie Hester, Ashley Murphey, Victor Sampson, Sherry A. Southerland. If they do not think that survival and reproduction are factors in the change, they will choose migration or genetic drift as the cause of the change. Year 2 June: 6 grams of seeds per m2. So natural selection leads to a predominance of larger beaked finches. 4. Survived = 1). If they determine that this is the case, they may construct an explanation that natural selection is the mechanism of microevolution. Normal precipitation resumed in 1978 although the finch population was greatly reduced. The disciplinary core ideas, practices and crosscutting concepts are integrated in what the students do in this lab. 1: Finches of Daphne Major: A drought on the Galápagos island of Daphne Major in 1977 reduced the number of small seeds available to finches, causing many of the small-beaked finches to die.This caused an increase in the finches' average beak size between 1976 and 1978. Describe. Students use the natural selection model in this activity to help them to understand the scenario. “Checkout Questions” are provided to facilitate student reflection on what was learned. No technology is used in this activity except that there is a spreadsheet of data that needs to be downloaded and shared with students in digital or hard copy form. This is written on a whiteboard and used in the argumentation session of the activity. How did the finch population change from before the drought to after? Did the finch population evolve from 1976 to 1978? An argument is written in the form of claim, evidence and justification of the evidence and then an argumentation session is held between groups in the class. The black bars indicate the number of finches with a particular beak depth that survived the drought. They determine what data they need to examine and how they will analyze it. The finch population collapsed from about 1,200 to about 180, with the sex ratio at five males per female. Model validation using 1977 and 1978 data is an important challenge to the application of ecological models and … One suggestion is to have multiple pictures from online that show some variation in beak size instead of just the one picture that is in the student lab. Students read about the medium ground finch and examine a picture of their beak and also of the types of seeds that they eat. Assessment Boundary: none. A dry season started in mid 1976 and lasted until early 1978. Students will need to determine the relationship between the structure of the beak and the type of seeds that they are able to eat to be able to construct an explanation that natural selection caused the change in beak size. How Did The Grants Catch The Finches? Students read about four different mechanisms of microevolution, mutation, migration, natural selection and genetic drift. “Checkout Questions” are provided to facilitate student reflection on what was learned. The figure in this study shows the distribution of beak depths (measures of beak size) for the island’s medium ground finches. Summarize what happened to the finch population between 1976 and 1978. The first recorded … Students identify the guiding question, their claim, their evidence and their justification of the evidence. Several guiding questions are provided to facilitate students through the analysis as well as the argumentation session. One suggestion is to make this explicit to students, asking them about the boundaries and what is included in the system in this investigation. Comments about Including the Science and Engineering Practice Where Did The 13 Species Of Finches On The Islands Come From? Year 2 December: 3 grams of seeds per m2. these changes. This resource is explicitly designed to build towards this performance expectation. Students receive data that includes the number of medium ground finches on Daphne Major by month from 1976-1979, the number and physical characteristics of each medium ground finch on Daphne Major in November of 1976, the finch characteristics of each medium ground finch on Daphne Major in January of 1978, the rainfall by year and the seed type abundance. The protocol for writing an explanation is included in every activity in the book and is an excellent way to have students understand the process of how scientists report their findings after analyzing their data. Take a moment and let us know what's on your mind. A simplified graphic organizer, “Argumentation Presentation on a Whiteboard” scaffolds students through the argumentation process. The average size of the beak of the finch population increased from 1976 to 1978 and students examine the characteristics of the medium ground finch and analyze data on beak size, amount of rainfall, and types of seeds available. _____ finches had to find food and those with small beaks died, larger beaked … 10. They took measurements of the important physical characteristics of each bird. Construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. If students have not previously worked with large data sets some guidance as to the types of questions that could be asked about each type of data would be useful. Several questions are provided for the students to assess whether their argument is convincing, and students share their work with others in a round-robin format. The rural and urban study sites are separated by about 10km. Rise and Decline of House Finch Feeder Populations Robert P. Yunick 1527 Myron Street Schenectady, New York 12309 ... mexicanus) in the eastern United States (Aldrich and Weske 1978, Bock and Lepthien 1976, Bosakowski 1986, Cant 1972, Elliott and Arbib 1953, Gill and Lanyon 1965, Kricher 1983, Mundinger and Hope 1982, and Paxton 1974). The slope of the relationship is the heritability (Boag 1983). In the drought, the plants conserved their resources and did not produce new seeds. There is no rubric or sample answers provided. Describe a possible ecological relationship between drought and beak size. Peter and Rosemary Grant and their colleagues have studied Galápagos finch populations every year since 1976 and have provided important demonstrations of the operation of natural selection. Breeding was studied throughout the breeding season in the years 1976-1991 and in the first half (January-March) of the 1992 and 1993 seasons. Q 2.12. Scientists were surprised to see a large drop in the population of finches during several years of their study. Teachers may want to start with abbreviated versions of the data first and then add more data as students become proficient in analyzing. Teachers will want to guide students to understand that something a living thing has or does that helps it survive is an adaptation. A Change in the Weather The ground finches feed on seeds Year 1 June: 1m2 of lava on the island has over 10 grams of seeds. Students are analyzing data to determine which mechanism of microevolution accounts best for the data. The boundaries of the system are well defined, but it was never labeled a system in the student reading. No beaks greater than 11.5/12mm. Several questions are provided for the students to assess whether their argument is convincing, and students share their work with others in a round-robin format. This is written on a whiteboard and used in the argumentation session of the activity. An explicit discussion will need to take place in class about how the structure of beaks or other body parts are related to function. 1976), and barnacle geese (Branta leucopsis) after they col onized small islands in the Baltic in 1971 (Larsson et al. Highlight the command term! Similarly, the finches did not mate and did not produce eggs in Year 2 17 Seeds A … Much of the plant life on the island withered and died. Smaller birds seemed to die at a higher rate. Students read about the medium ground finch and examine a picture of their beak and also of the types of seeds that they eat. In 1977 there was very little rain on the island. They then choose which data is needed to answer the question about the mechanism of microevolution and analyze it by finding the patterns in the data. The bar charts show the sizes of the beaks of ground finches on one island, in 1976 and in 1978. This resource is explicitly designed to build towards this crosscutting concept. Several questions are provided for the students to assess … Finch … The lack of rain affected the seeds that the finches ate. State what your claim is. They then determine whether migration, natural selection or genetic drift caused the change. 3. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. The justification aspect, explaining why their evidence relates to the claim, is important for students to articulate their thinking. If students have not previously worked with large data sets some guidance as to the types of questions that could be asked about each type of data would be useful. An argument is written in the form of claim, evidence and justification of the evidence and then an argumentation session is held between groups in the class. The larger members of the medium ground finch population survived on a diet of large, hard seeds, which increasingly dominated the food supply as a result of an initial preferential consumption of small seeds. Comments about Including the Crosscutting Concept Almost all nests were found throughout the island in subsequent years (Grant and Grant 1992), up to March 1992. 2 In 1973, Peter and Rosemary Grant—a husband and wife research team—went to the Galapagos Islands to find out exactly how finches showed Darwinian changes. 11. Lab 18: Environmental Change and Evolution is one of a series of lab investigations for the middle school student from the book, “Argument-Driven Inquiry in Life Science: Lab Investigations for Grades 6-8” by Patrick J. Enderle, Ruth Bickel, Leeanne Gleim, Ellen Granger, Jonathon Grooms, Melanie Hester, Ashley Murphey, Victor Sampson, Sherry A. Southerland. The most likely scenario explaining the different finches on the islands is that: a) different birds migrated to different islands b) one species evolved into many different species 11. When there is a drought, the Portulaca seeds are all eaten and only the large, hard Tribulus seeds remain. If they do not think that survival and reproduction are factors in the change, they will choose migration or genetic drift as the cause of the change. The Grants' Study On The Island Of Daphne Major Studied What Organisms? During the round-robin, one member of the group stays with the group’s work and explains it to others, as they visit. The top figure shows the beak depths of the 1976 finch population (red bars) before the drought, and the population after the drought (black bars). The … Any changes in food supply, weather factors, population size, any variations within the population of finches?) in 1978 fewer finches. Students use the natural selection model in this activity to help them to understand the scenario. The standards addressed in the lesson are also included in the teacher’s notes. According to Figure 1, the average beak depth increased in size and the finch population had more finches … The scientists investigated this important change in the finch population. Students have opportunities to build on feedback from other students as to whether their answer to the research question is the most valid and acceptable, and there is scaffolding in the form of a graphic organizer to support students. The reasons that some were able to survive were more difficult to figure out. Yes They asked these two questions: To investigate this, they examined possible influences of the environment on the finches, and interactions of the finches with other populations. Comments about Including the Crosscutting Concept Do you have a suggestion for improving NGSS@NSTA? Why are some of the finches able to survive. Methods have been described in detail elsewhere (Boag and Grant 1984a,b; Gibbs and Grant 1987) and will be only sum-marized here. Those with larger beaks in drought years where there are only hard seeds to eat have a selective advantage in surviving and reproducing. “Evolution” never occured in the Galapagos finches: they are no different today than 140 years ago. The medium ground finches on Daphne Major, as a result, struggled to find food, and the population quickly … They recorded and graphed differences in the distribution of traits over time. Summarize what happened to the finch population between 1976 and 1978. The evidence from the change in beak size in the population and the type of seeds that were available from 1976-1978 due to the amount of rain that fell should help students to see that when there are Portulaca seeds which are small and soft, the smaller beaks survive. Environmental Change and Evolution: Which Mechanism of Microevolution Caused the Beak of the Medium Ground Finch Population on Daphne Major to Increase in Size from 1976 to 1978? Yes, the finch population did evolve from 1976 to 1978. Environmental Change and Evolution: Which mechanism of microevolution caused the beak of the medium ground finch population on Daphne Major to increase in size between 1976 and 1978? Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. “A … 2. This activity provides an opportunity for students to participate in argumentation. The population of the ground finches and their beak sizes changed between 1976 and 1978. The most likely scenario explaining the different finches on the islands is that: a) different birds migrated to different islands b) one species evolved into many different species. Overall: the task emphasizes sense-making wit h the SEPs and DCIs in a supported, scaffolded way. Scaffolding their understanding of how to work with data in spreadsheets such as is provided will need to happen before they can be successful in this activity. In 1976, seeds on the Galápagos island of Daphne Major were diverse and plentiful. Students are also assigned a two-page “Investigative Report”. Examine the graph below. The remaining group members go to other groups and listen and critique their arguments, resulting in a process during which every team evaluates each other’s work. One suggestion is to have multiple pictures from online that show some variation in beak size instead of just the one picture that is in the student lab. Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the shapes, composition, and relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function. Birds with small beaks and small body size suffered selective mortality in 1977, during a severe drought (figure 5). (Hint: population size, … Darwin's finches, inhabiting the Galapagos archipelago and Cocos island, constitute an iconic model for studies of speciation and adaptive evolution. answer choices . The remaining group members go to other groups and listen and critique their arguments, resulting in a process during which every team evaluates each other’s work. When there is a drought, the Portulaca seeds are all eaten and only the large, hard Tribulus seeds remain. Figure 1 Figure 2 1976 All Daphne Birds N = 751 1978 Survivors N = 90 Beak Depth (mm) Number of Finches Offspring Bill Depth (mm) … 3. The 1976 medium ground finch population had an average beak depth of 9.65 mm and an average beak length of 10.71 mm. A simplified graphic organizer, “Argumentation Presentation on a Whiteboard” scaffolds students through the argumentation process. Natural selection leads to the predominance of certain traits in a population, and the suppression of others. Based on the data, what is the approximate average beak depth of the population in each year? Comments about Including the Disciplinary Core Idea 4. Use graphical displays (e.g., maps, charts, graphs, and/or tables) of large data sets to identify temporal and spatial relationships. by: Patrick J. Enderle, Ruth Bickel, Leeanne K. Gleim, Ellen Granger, Jonathon Grooms, Melanie Hester, Ashley Murphy, Victor Sampson, and Sherry A. Southerland They also studied the behavior of the birds, and recorded field notes for important aspects of the populations' survival: mating, foraging for food, and evading predators. The table shows how the seeds were affected. Peter and Rosemary Grant and their colleagues have studied Galápagos finch populations every year since 1976 and have provided important demonstrations of the operation of natural selection. Students engage in three dimensional learning in this activity. 5. This resource is explicitly designed to build towards this disciplinary core idea. between 1976-1978? Beginning in 1976 and continuing through 1977, a large majority of the finches died. Determine the mean beak depth of the parents (Mother Beak and Father Beak) for each offspring in 1976. Students are assigned a short investigation report to finish processing their experience. To eat large seeds, a large beak is needed. There could be a question added about what they would predict would happen if there was a large amount of rain. Summarize what happened to the finch population between 1976 and 1978. Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. There is now evidence about the gene that causes the genetic variation in beak sizes in finches, so that information could be introduced to students. By having student analyze data, this activity provides an excellent, scientifically accurate context in which students can engage in three-dimensional learning. Consequently, the population of finches decreased to about one-seventh of the maximum population in 1976 and the surviving finches had larger beaks. The disciplinary core idea about natural selection is addressed through students analyzing data about finch beaks and constructing an explanation based on finding patterns in that evidence and then arguing their claim. Students will need to determine the relationship between the structure of the beak and the type of seeds that they are able to eat to be able to construct an explanation that natural selection caused the change in beak size.
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