November 16

• Collect and review returned materials
• Begin working on today’s warm-up:
What kinds of adaptations help prey avoid getting eaten by predators?

• Individual quiz
• Evidence for Evolution
• Natural selection

Evolution: Change in populations over time.

Natural selection operates on individuals

Adaptation: A behavior or body part that helps and organism survive and reproduce

By the end of class, students will be able to:
• Explain how natural selection in the form of predation can cause evolutionary change in a population of prey.

• Group 1
– Zaria, Daniel, Carlos, Leah
• Group 2
– Sevin, T’Mya, Carlos, John
• Group 3
– Amber, Aze, Marie, Mikela
• Group 4
– Arami, Laurent, Ariana, Tristan
• Group 5
– Aaries, Jin, Leah, William

2. Count out 25 beans of each of the four varieties

3. Record the colors of your beans in the data table
COLOR
Initial population
# survivors after
1 st predation
# after 1 st reproduction
# after 2 nd predation
# after 2 nd reproduction
# of survivors afters 3 rd predation

Initial population
# survivors after 1 st predation
# after 1 st reproduction
# after 2 nd predation
# after 2 nd reproduction
# of survivors afters 3 rd predation
COLOR

4. Appoint one member of your group as the prey distributor and record your choice in your packet
The remaining players are the predators

5. The prey distributor should spread the beans out randomly over the entire habitat, making sure the beans do not stick together. The predators should have their backs turned during this step.

6. The predators should turn around and take turns picking off the prey
(beans) one by one until only 25% remain (25 out of the original 100 beans).
Take the first bean you see!

7. Carefully shake the habitat to remove survivors.

8. Group the survivors according to color. Count and record these numbers in your data table.
COLOR
Initial population
# survivors after
1 st predation
# after 1 st reproduction
# after 2 nd predation
# after 2 nd reproduction
# of survivors

9. Assume each survivor produces 3 offspring.
Multiply the number of survivors for each color by 4 and record this number in your data table.
This will give you a total population of 100.
COLOR
Initial population
# survivors after
1 st predation
# after 1 st reproduction
# after 2 nd predation
# after 2 nd reproduction
# of survivors

10. Count out the appropriate number of beans of each color and mix them together. Have the prey distributor distribute them the same as in step 5.
COLOR
Initial population
# survivors after
1 st predation
# after 1 st reproduction
# after 2 nd predation
# after 2 nd reproduction
# of survivors

11. Repeat steps 6-10 two more times, making a total of 3 generations of predation.
COLOR
Initial population
# survivors after
1 st predation
# after 1 st reproduction
# after 2 nd predation
# after 2 nd reproduction
# of survivors

Biologists use anatomical evidence to support the idea of evolution. Explain how anatomical evidence supports the idea of evolution. In your response, be sure to a. Provide definitions for both “homologous structures,” “vestigial structures,” and “analogous structures.” b. Explain how homologous structures provide evidence of evolution.
c. Explain how vestigial structures provide evidence for evolution. d. Explain how analogous structures provide evidence for evolution.

a. Provide definitions for both “homologous structures,” “vestigial structures,” and “analogous structures.”

b.
Explain how homologous structures provide evidence of evolution.

c.
Explain how vestigial structures provide evidence for evolution.

d.
Explain how analogous structures provide evidence for evolution.

Explain the statement “individuals do not evolve, populations do.”