Adaptation and Evolution
By: Whitney Ruppel
Adapted from “Battle of the Beaks” by Judy Scotchmoor
Purpose: Facilitate students’ understanding of biological adaptations of organisms to
enhance their survival and what factors can result in extinction.
A. South Carolina state standards covered:
8-2.1 Explain how biological adaptations of populations enhance their survival in
a particular environment
8-2.7 Summarize the factors, both natural and man-made that can contribute to the
extinction of a species.
B. Performance Objectives:
-Explain biological adaptation and why it is necessary for survival
-Demonstrate an understanding of extinction
-Be able to infer adaptations an organism might need in specific environments
C. Lesson plan:
Hook:
Show the class a picture of an extinct dinosaur and ask class why it might have
strange/different appendages? Eg: defense, feeding, climate, etc
Concept exploration:
“Battle of the Beaks” lesson plan where students act as hungry birds, and using
different ‘tools’ need to compete for resources. The tools will help demonstrate adaptive
advantage. Extinction could then be introduced when students with certain ‘tools’ are not
able to collect food. Another idea is to introduce human and natural disturbances on their
‘island’ that they would have to adapt to.
Materials: cups
‘tools’: binder clip, tweezers/chopsticks, spoon, scissors, fork
‘food’: cereal, crackers, pretzels, skittles/lemon heads, peanuts, popcorn
1. With students sitting at tables in groups of four, explain to them that they are now
hungry birds and must eat as much food as they can using only their ‘tool’. They
must place the collected food in their cup, which is their stomach. They may only
place food in their stomachs with their beaks. Be sure students empty their
stomach between each round.
2. Each student is given the same ‘beak’ (ie. a spoon) and a plastic cup. Cereal is
placed in the middle of the table and when you say go, they will have 30 seconds
to collect as much food as possible and place it in their stomachs. Have students
answer the first round handout questions.
3. Each student is now given a different tool, and told they have different beaks.
Place all the types of food in the middle of the table, and repeat the ‘feeding’ for
30 seconds. Instruct students to answer the handout questions.
4. Repeat this round with all the food types and all the tool types twice more,
rotating the tools so everyone gets a chance to experience different ‘beaks’.
5. Inform students that a massive impact from an asteroid has ruined much of the
habitat and wiped out most of the food sources. Have students keep the same tool
but place only 1 type of food in the middle and have them feed for 30 seconds.
Instruct students to answer handout questions.
6. Repeat this round with only 1 food type twice more, rotating the tools again.
7. Inform students that now humans have tore town a large part of the habitat to
build a town, which has removed a lot of the food and polluted some of it. Place
only 2 types of food in the middle, and some that is dirty (eg: dirty popcorn and
lemon heads, the lemon heads are difficult to pick up and the popcorn is polluted).
Have students forage for 30 seconds. Instruct students to answer their handout
questions.
Concept introduction:
A class discussion after the activity would explain how biological adaptations of
populations enhance their survival in a particular environment. In particular, students will
learn (from extended SC standards):
a. Some species in a particular habitat are better adapted to living conditions there
and are therefore more likely to survive and reproduce offspring with the same
traits.
b. There are variations among species of similar populations
c. Organisms of a species differ from one another in many of their traits.
d. What an adaptation is
e. What natural selection is.
Also, the factors that contribute to the extinction of a species would be discussed. Both
natural and man-made factors will be emphasized.
Concept application:
The students are now assigned a particular planet with different conditions.
Given what they have learned about adaptation and evolution, they must draw a creature
that could survive these conditions. Each creature must have an explanation of what it
eats and how, defensive abilities, etc. Note: if there is not enough time, this could be a
homework assignment or perhaps be done the next class.
Eg: This planet is dark and cold; it is very mountainous and rainy. Because of the
wet, dark conditions, the only plants that grow well are small mosses and funguses.
Animals on this planet include a type of mouse, a nocturnal hunting large cat, fish, and a
variety of insects.
Review/Evaluation:
The teacher will evaluate the students’ performance and understanding of
concepts through their concept application activity which will be evaluated based on their
‘creature’ as well as the explanation of the creature. In addition, “what if” questions
could be used, such as how would your creature have to adapt to volcanic eruptions,
global warming, human impacts, etc. (Or what could happen if these events occur).
Animal Evolution and Extinction
Round 1- same beak and same food:
How many pieces of cereal did you collect? _________
Record your observations. Was this difficult? What might make it easier? Did someone
else collect a lot more? Why?
Round 2- different beaks and a variety of food available:
Record how many of each type of food you collected:
Cereal
Crackers
Pretzels
Lemon Heads
Popcorn
Peanuts
Which types of food did you collect the most of?
Why do you think this is?
Did someone else collect more of the same or different type of food?
Why might he/she have an advantage?
Round 3- different beaks and a variety of food available:
Record how many of each type of food you collected:
Cereal
Crackers
Pretzels
Lemon Heads
Popcorn
Peanuts
Which types of food did you collect the most of?
Why do you think this is?
Did someone else collect more of the same or different type of food?
Why might he/she have an advantage?
Round 4- different beaks and a variety of food available:
Record how many of each type of food you collected:
Cereal
Crackers
Pretzels
Lemon Heads
Popcorn
Peanuts
Which types of food did you collect the most of?
Why do you think this is?
Did someone else collect more of the same or different type of food?
Why might he/she have an advantage?
Round 5- different beaks, less food available because an asteroid has ruined much of
the habitat.
How many pieces of food did you collect?
Was this more or less than people with other beaks?
Why do you think this is?
Round 6- different beaks, less food available because an asteroid has ruined much of
the habitat.
How many pieces of food did you collect?
Was this more or less than people with other beaks?
Why do you think this is?
What do you think would happen to an animal if they couldn’t get any food because of an
asteroid ruining their habitat?
Round 7- different beaks, humans have come to build a city and have torn down
some of the habitat and polluted some of the food.
How many pieces of food did you collect?
Did someone else collect more/less?
Why do you think this is?
Round 8- different beaks, humans have come to build a city and have torn down
some of the habitat and polluted some of the food.
How many pieces of food did you collect?
Did someone else collect more/less?
Why do you think this is?
Would you want to eat the dirty food? What if it was covered in poison?
What do you think would happen to an animal if all of its food was poisoned by pollution
or if there was no food left because their habitat was ruined?