Copyrighted Material Do Not Post Online Instructor Version Activity 6.3 Simulating the Theory of Island Biogeography Objective In this activity we will be simulating the theory of island biogeography. We will be observing how habitat size, distance from the mainland, and dispersal mechanisms influence potential for colonization and species richness on various islands. Materials: • • • • • • • • masking tape 3 pieces of poster board 5 clothespins 5 beads 5 toothpicks 5 beans 5 cotton balls 5 pennies Procedure 1. In a large open area (such as a hallway), create the mainland and the ocean by taping off a shoreline boundary. 2. Take two pieces of poster board and label them Island 1 and Island 2. These represent large islands. Cut the third piece of poster board and half, and label the pieces Island 3 and Island 4. These represent small islands. 3. Place your islands in the ocean at the following distances from the mainland: • Island 1 is located close to the mainland, approximately 4-5 feet from the tape. • Island 3 is also be located close to the mainland, approximately 4-5 feet from the tape. • Island 2 is located far from the mainland, approximately 8-10 feet from the tape. • Island 4 is also located far from the mainland, approximately 8-10 feet from the tape. 4. The 5 clothespins, 5 beads, 5 toothpicks, 5 beans, 5 cotton balls, and 5 pennies represent 30 individuals from 6 different species that will be attempting to colonize the islands. Friedland and Relyea Environmental Science for AP®, second edition ©2015 W.H. Freeman and Company/BFW TRM–Chapter 6 Activity 6.3 Copyrighted Material Do Not Post Online Instructor Version 5. Beginning with Island 4 (the small island far from the mainland) attempt to colonize the island by tossing the 5 individuals of each species toward the island. If the individual lands on the poster board then it lives on to reproduce and colonize the island. If it does not, then the organism drowns in the water. 6. Record how many of each species land on the island in a data table (below). 7. Send out a “search and rescue” team to recover all 30 individuals. 8. Repeat the procedure for Island 3, then Island 2, and finally for Island 1. Data Number of Clothespins Number of Plastic Beads Number of Toothpicks Number of Cotton Balls Number of Beans Island 1 Island 2 Island 3 Island 4 Rate the effectiveness of dispersal on a scale of 1-5 Analysis Questions 1. Which island had the greatest number and variety of species? Did your results model the theory of island biogeography? Island 1 should have the greatest number and types of species since it is the largest island located close to the mainland. 2. Were all “species” able to disperse effectively? Give some examples of organisms that would be more likely to colonize an island and examples of species that would be unable to disperse to an island. Not all species are easily dispersed. For example cotton balls Friedland and Relyea Environmental Science for AP®, second edition ©2015 W.H. Freeman and Company/BFW TRM–Chapter 6 Activity 6.3 Copyrighted Material Do Not Post Online Instructor Version do not travel as far as clothespins and therefore are unlikely to colonize Island 4. Species that can fly or be carried on wind currents are more likely to disperse to new islands. Animals such as elephants or horses, which cannot swim long distances, are unlikely to colonize new islands. 3. Habitat fragmentation due to deforestation and road construction can create terrestrial islands. Therefore the theory of island biogeography is becoming increasingly significant when considering conservation efforts. Explain how this theory can be used when creating ecological reserves. Since fragmented areas of an ecosystem are essentially islands, the smaller fragments that are farther way from colonizing species are less likely to support high levels of biodiversity. Keeping larger habitat size and developing reserves closer to ecologically diverse and well-populated areas are important factors in creating successful ecological reserves. Friedland and Relyea Environmental Science for AP®, second edition ©2015 W.H. Freeman and Company/BFW TRM–Chapter 6 Activity 6.3 Student Version Activity 6.3 Simulating the Theory of Island Biogeography Objective In this activity we will be simulating the theory of island biogeography. We will be observing how habitat size, distance from the mainland, and dispersal mechanisms influence potential for colonization and species richness on various islands. Materials: • • • • • • • • masking tape 3 pieces of poster board 5 clothespins 5 beads 5 toothpicks 5 beans 5 cotton balls 5 pennies Procedure 1. In a large open area (such as a hallway), create the mainland and the ocean by taping off a shoreline boundary. 2. Take two pieces of poster board and label them Island 1 and Island 2. These represent large islands. Cut the third piece of poster board and half, and label the pieces Island 3 and Island 4. These represent small islands. 3. Place your islands in the ocean at the following distances from the mainland: • Island 1 is located close to the mainland, approximately 4-5 feet from the tape. • Island 3 is also be located close to the mainland, approximately 4-5 feet from the tape. • Island 2 is located far from the mainland, approximately 8-10 feet from the tape. • Island 4 is also located far from the mainland, approximately 8-10 feet from the tape. 4. The 5 clothespins, 5 beads, 5 toothpicks, 5 beans, 5 cotton balls, and 5 pennies represent 30 individuals from 6 different species that will be attempting to colonize the islands. 5. Beginning with Island 4 (the small island far from the mainland) attempt to colonize the island by tossing the 5 individuals of each species toward the island. If the individual Friedland and Relyea Environmental Science for AP®, second edition ©2015 W.H. Freeman and Company/BFW TRM–Chapter 6 Activity 6.3 Student Version lands on the poster board then it lives on to reproduce and colonize the island. If it does not, then the organism drowns in the water. 6. Record how many of each species land on the island in a data table (below). 7. Send out a “search and rescue” team to recover all 30 individuals. 8. Repeat the procedure for Island 3, then Island 2, and finally for Island 1. Data No. of Clothespins No. of Plastic Beads No. of Toothpicks No. of Cotton Balls No. of Beans Island 1 Island 2 Island 3 Island 4 Rate the effectiveness of dispersal on a scale of 1-5 Analysis Questions 1. Which island had the greatest number and variety of species? Did your results model the theory of island biogeography? 2. Were all “species” able to disperse effectively? Give some examples of organisms that would be more likely to colonize an island and examples of species that would be unable to disperse to an island. 3. Habitat fragmentation due to deforestation and road construction can create terrestrial islands. Therefore the theory of island biogeography is becoming increasingly significant when considering conservation efforts. Explain how this theory can be used when creating ecological reserves. Friedland and Relyea Environmental Science for AP®, second edition ©2015 W.H. Freeman and Company/BFW TRM–Chapter 6 Activity 6.3
