Natural Selection
Biology Partnership
TITLE: NATURAL SELECTION
LENGTH: 100 MINUTES
COURSE: 10TH GRADE BIOLOGY (REGULAR & HONORS)
GROUP MEMBERS: ARNEL DELA CRUZ, MELVIN FLORES, LARIE LAUDATO, GLENN SOLTES
(TEACHERS AT EAST GADSDEN HIGH SCHOOL 2011-2012)
MENTOR: LISA DAVIS
MOTIVATION:
Part 1: The teacher will show a video on Natural Selection downloaded from YouTube. The
video shows the conditions for natural selection to occur.
http://www.youtube.com/watch?v=0lluuX7lsFk&feature=related
http://www.youtube.com/watch?v=faRlFsYmkeY
(Note: If the use of YouTube website is restricted in your school, download the video at
home using Youtube downloader.)
Part 2: Cognitive KWL
Topic: Natural Selection
After showing the video clip to the class, write “NATURAL SELECTION” on the board and ask
the students to do the KWL activity.
KNOW
WANT TO KNOW
LEARNED
Part 2: Pre-Test Activity
Students will answer the following questions about Natural Selection after the KWL activity.
Multiple Choice
Identify the choice that best completes the statement or answers the question.
____ 1. According to Darwin’s theory of natural selection, the individuals that tend to survive
are those that have
a. characteristics their parents acquired by use and disuse.
b. characteristics that plant and animal breeders value.
c. the greatest number of offspring.
d. variations best suited to environmental conditions.
____ 2. Which of the following phrases best describes the results of natural selection?
Page 1 of 13
Natural Selection
Biology Partnership
a. the natural variation found in all populations
b. unrelated species living in different locations
c. changes in the inherited characteristics of a population over time
d. the struggle for existence undergone by all living things
____ 3. Which statement is part of Darwin’s theory of evolution by natural selection?
a. More offspring are produced than can possibly survive.
b. The organisms that are the fittest are always largest and strongest.
c. The number of offspring is not related to fitness.
d. Acquired characteristics that are inherited are the cause of evolution.
____ 4. The principle of common descent helps explain why
a. well-adapted species have many offspring.
b. conditions in an organism’s environment ensures the organism’s survival.
c. birds and reptiles share a number of inherited characteristics.
d. tigers are so different from cheetahs.
____ 5. The hypothesis that all species are descended from common ancestors was proposed
by
a. James Hutton.
b. Jean-Baptiste Lamarck.
c. Thomas Malthus.
d. Charles Darwin.
____ 6. Charles Darwin’s theory of evolution by natural selection explains each of the
following EXCEPT how
a. species can become extinct.
b. inherited traits are passed from parent to offspring.
c. species descend from common ancestors.
d. evolution takes place in the natural world.
____ 7. Charles Darwin viewed the fossil record as
a. evidence that Earth was thousands of years old.
b. useful support for his theory.
c. interesting but unrelated to the evolution of modern species.
d. evidence that traits are acquired through use or disuse.
Page 2 of 13
Natural Selection
Biology Partnership
____ 8. In humans, the pelvis and femur, or thigh bone, are involved in walking. In whales,
the pelvis and femur shown in Figure 16–1 are
a. examples of fossils.
b. vestigial structures.
c. acquired traits.
d. examples of natural variation.
Figure 16-1
____ 9. Modern sea star larvae resemble some primitive vertebrate larvae. This similarity
may suggest that primitive
vertebrates
a. share a common ancestor with sea stars.
b. evolved from sea stars.
c. evolved before sea stars.
d. belong to the same species as sea stars.
____ 10. Molecular evidence in support of natural selection includes
a. the nearly universal genetic code.
b. the presence of vestigial structures.
c. a tendency toward perfect, unchanging DNA in various species.
d. the transmission of acquired characteristics by DNA.
Additional Question1 (for the POST TEST only)
Answer the question below in less than 5 sentences.
“Why do organisms with greater fitness generally leave more offspring than organisms that
are less fit?”
1
- taken from Miller & Levine’s Biology textbook, 2012 edition.
NEEDED MATERIALS & SET-UP:
Provide the following materials PER GROUP in each class period.
1 bag of beans (Northern or Lima)
1 pc of dissecting tray
1 piece clothes pin
1 piece plastic spoon
1 piece plastic fork
1 piece plastic knife
1 piece needle/pin
Page 3 of 13
Natural Selection
Biology Partnership
1 tweezers
2 piece chop sticks
Copy of the Natural Selection Simulation Laboratory paper for each student
Each group must have a minimum of four and a maximum of five members.
SET-UP
The set-up for the science classroom is shown below
Counter/ Demo Table
Lab
Table
Lab
Table
Lab
Table
Lab
Table
Lab
Table
T
Lab
Table
The students will work at their assigned table. Student movement is limited to getting
supplies. To minimize movement, each group will be given a complete set of materials. A
representative from the group may approach the teacher if they need further assistance.
After the activity, each group must place all the materials at the center of the table.
RESOURCE PERSON:
The teacher can invite a resource person from a reputable university or college to make a
presentation on natural selection. This presentation will include a short discussion of
important concepts and a related hands-on activity.
OUTCOMES:
Standard 15: Diversity and Evolution of Living Organisms
SC.912.L.15.13: Describe the conditions required for natural selection, including:
overproduction of offspring, inherited variation, and the struggle to survive, which result in
differential reproductive success. (MODERATE)
A. The scientific theory of evolution is the fundamental concept underlying all of biology.
B. The scientific theory of evolution is supported by multiple forms of scientific evidence.
Page 4 of 13
Natural Selection
Biology Partnership
C. Organisms are classified based on their evolutionary history.
D. Natural selection is a primary mechanism leading to evolutionary change.
SC.912.L.15.14: Discuss mechanisms of evolutionary change other than natural selection such
as genetic drift and gene flow. (MODERATE)
SC.912.L.15.15: Describe how mutation and genetic recombination increase genetic variation.
(MODERATE)
Disciplinary Core Ideas:
 LS 4: Biological Evolution: Unity and Diversity
Scientific and Engineering Practices:
 Planning and carrying out investigations
 Analyzing and interpreting data
 Engaging argument from evidence
 Obtaining, evaluating, and communicating information
Crosscutting Concepts:
 Patterns
 Cause and Effect: Mechanism and explanation
 Stability and Change
Common Core Literacy Standards:
 Integration of Knowledge and Ideas
 Research to Build and Present Knowledge
 Comprehension and Collaboration
 Conventions of Standard English
Specific Learning Outcomes:
 Using beans and various utensils to “capture food”, the students will be able to explain
with 90 % accuracy, the conditions required for natural selection that result in
differential reproductive success.
 Using the data collected from the activity, students must be able to infer correctly what
will happen to animals that cannot compete as well as with other animals that in the
wild.
PRESENTATION & PARTICIPATION:
Behavior: Lecture/ PowerPoint Presentation
Using PowerPoint presentation, introduce to the class the concept of Natural Selection
(refer to the attached PowerPoint presentation).
Use the following information to introduce the topic to the class.
Summary:
Page 5 of 13
Natural Selection
Biology Partnership
Evolution by Natural Selection
Darwin published On the Origin of Species in 1859. In the book, Darwin describes and provides
evidence for his explanation of how evolution occurs. He called this process natural selection
because of its similarities to artificial selection. Darwin’s theory of evolution by natural selection
can be summed up as follows:
More offspring are produced than can survive to reproduce. There is competition for limited
resources, or a struggle for existence.
Individuals exhibit variation in their traits and some of these differences can be passed on to
their offspring.
Inherited traits that increase an organism’s ability to survive and reproduce are called
adaptations.
Differences among adaptations affect an individual’s fitness—the ability to survive and
reproduce in a specific environment.
Only the fittest organisms live to reproduce and pass on their adaptive traits to offspring. This
is known as the survival of the fittest.
From generation to generation, populations continue to evolve as they become better adapted,
or as their environment changes.
http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-3201554/media/b10wba5163.rtf
Behavior: Pre-Lab Activity
Teacher will read aloud the scene to the whole class.
Scene - On a distant planet there exists 5 species of a creature called a Woolybooger. Each
Woolybooger is similar except their mouth has variations. All woolyboogers eat beans. Some
woolyboogers have a clothespin mouth (demonstrate how to use the clothespin to pick up beans).
Some woolyboogers have a tweezer mouth (demonstrate), some have a needle mouth (demonstrate).
One year a new species of woolybooger was discovered, this woolybooger was called the SpoonMouthed Woolybooger (demonstrate). Each of you will play the part of a woolybooger on this planet.
The spoon-mouth wooly booger is rare, so only two of you will get to be this type of wooly booger.
At this point, pass out the utensils, give each group a tray with beans. Each student in a group should
have his/her own utensil. Caution students about "cheating", they must use their utensils in the way
they are intended to use them (as demonstrated) and may only pick up one bean at a time.
Procedure: (Application/Simulation)
Teacher will walk the students through the procedure:
Page 6 of 13
Natural Selection




Biology Partnership
Each group will run through several trials. Each trial will require your woolybooger to
gain at least 20 beans. If 20 beans are not acquired during the time period, your
woolybooger has died.
Start with 1 minute on the clock. Then reduce the time to 45 seconds, then 30
seconds, then 15 seconds.
When a woolybooger dies, one student in a group can play the offspring of the
surviving woolyboogers. Give the student a new utensil (probably a spoon or tweezer)
for the next trial. You can be flexible here.
At the end, the only surviving woolyboogers will most likely be the Spoon-Mouthed
Wollybooger.
QUESTIONS:
1. What can you infer about the animals that cannot compete as well with other animals in
the wild? Cite 3 examples that can support your answer.
2. Can you think of any real-life examples of the woolybooger, where one species has a
definite advantage over the other? If so, name it and explain why.
3. How do you think diseases can affect natural selection? Justify your answer.
4. Sometimes animals that are introduced into an area that they never lived in before outcompete and endanger resident species, why do you think this happens?
5. If only one species is considered the “fittest”, infer why we still have so many variations
among species. Why do you think some birds have very long pointy beaks, while other
birds have short flat beaks?
REFLECTION:
Teacher will give post test to the students. The post test is the same questions as the pre-test.
The results will be recorded and the paper will be given back to the students during the next
meeting.
Additional Question (for the POST TEST only)
Answer the question below in less than 5 sentences.
“Why do organisms with greater fitness generally leave more offspring than organisms that
are less fit?”
SAFETY:
Before the whole class simulation, reiterate to the students the importance of observing the
“Laboratory Safety Rules”. Remind the students specifically of the following:
1. Never eat, drink, or smoke while working in the laboratory.
Page 7 of 13
Natural Selection
Biology Partnership
2. Read and follow the procedure carefully.
3. Do not use any equipment unless you are trained and approved as a user by your
teacher.
4. Wear safety glasses or face shields when working with hazardous materials and/or
equipment.
5. Keep the work area clear of all materials except those needed for your work.
6. Students are responsible for the proper disposal of used material if any in appropriate
containers.
7. Clean up your work area before leaving.
TRANSFORMATIVE:
On Level: Logical/Mathematical Learners (Reinforcing Effort)
Ask on-level students to make a table for the data they collected from the three trials and
present their data to the other members of the group. The data table must be easy to
understand and must be presented in a logical manner. After presenting the data in a tabular
form, encourage them to make a bar graph showing the results of the three trials.
ELL: English Language Learners (Cooperative Learning Activity)
Teacher will ask these students to write one paragraph with 5 sentences explaining the process
of natural selection based on the activity conducted. Encourage as well these students to draw
a picture of the different species of woolyboogers.
Species A
Species B
Species C
Species D
Species E
Clothespin
Tweezer
Needle
Spoon
Knife
Less Proficient Readers: (Cognitive)
Instruct students to make an outline of the lesson, using the green headings for the main topics
and the blue headings for the subtopics. As they read the lessons, they can add details to their
outline.
UTILIZE:
Reteaching
To activate prior knowledge and to reinforce learning or to correct misconceptions about the concept of
natural selection, ask the students to complete the flow chart below which shows how natural selection
drives evolution.
The missing steps are listed below, out of order, and lettered A–D. Write the letter of the missing
step in a blank box in the flowchart.
A. Adaptations are passed on to the next generation.
Page 8 of 13
Natural Selection
Biology Partnership
B. The accumulation of adaptations may lead to the evolution of a new species.
C. These offspring have few or no offspring of their own.
D. Some offspring inherit traits that increase fitness (adaptations).
Individuals in a population have many variations.
Some offspring inherit traits that decrease fitness.
Over time, adaptations accumulate in a population.
http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-3201554/media/b10wba5163.rtf
If students have trouble answering the flow chart, go back to the PowerPoint presentation and
explain the concept of natural selection making an emphasis on the mechanisms of natural
selection.
For Advanced Students, ask them to pair up to come up a firm understanding of concept of
natural selection. Have them draw an example of natural selection that might occur in a
population of grasshoppers. Then on the line below have them each stage.
STRUGGLE FOR EXISTENCE
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Page 9 of 13
Natural Selection
Biology Partnership
Variation and Adaption /Survival of the Fittest
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
NATURAL SELECTION
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-3201554/media/b10wba5163.rtf
Page 10 of 13
Natural Selection
Biology Partnership
Name: _____________________________ Period: ________________ Date: _______
Natural Selection Simulation
Overview - Students will model natural selection by using various utensils to "capture food"
Materials (most of these I leech from the dissecting equipment drawer)






Bags of beans (northern or lima)
Trays for holding the beans
Clothespins
Plastic spoons, plastic forks, plastic knives
Tweezers
Any utensil or item can serve as a mouthpart, use your imagination or improvise with
available materials.
Introduction
Scene - On a distant planet there exists 5 species of a creature called a Woolybooger. Each
Woolybooger is similar except their mouth has variations. All woolyboogers eat beans. Some
woolyboogers have a clothespin mouth (demonstrate how to use the clothespin to pick up
beans). Some woolyboogers have a tweezer mouth (demonstrate), some have a needle mouth
(demonstrate). One year a new species of woolybooger was discovered, this woolybooger was
called the Spoon-Mouthed Woolybooger (demonstrate). Each of you will play the part of a
woolybooger on this planet. The spoon-mouth wooly booger is rare, so only two of you will get
to be this type of wooly booger.
At this point, pass out the utensils, give each group a tray with beans. Students can share bean
trays but each should have their own utensil. Caution students about "cheating", they must use
their utensils in the way their intended to use them (as demonstrated) and may only pick up
one bean at a time.
Procedure: You will run through several trials. Each trial will require your woolybooger to gain
at least 20 beans. If 20 beans are not acquired during the time period, your woolybooger has
died.
Start with 1 minute on the clock. Then reduce the time to 45 seconds, then 30 seconds, then 15
seconds.
Page 11 of 13
Natural Selection
Biology Partnership
http://www.biologycorner.com/worksheets/naturalselection.html
When a woolybooger dies, the student can play the offspring of the surviving woolyboogers.
Give them a new utensil (probably a spoon or tweezer) for the next trial. You can be flexible
here.
At the end, the only surviving woolyboogers will most likely be the Spoon-Mouthed
Wollybooger.
Discussion Questions:
1. What can you infer about the animals that cannot compete as well with other animals in
the wild?
2. Can you think of any real-life examples of the woolybooger, where one species has a
definite advantage over the other?
3. How do you think diseases can affect natural selection?
4. Sometimes animals that are introduced into an area that they never lived in before outcompete and endanger resident species, why do you think this happens?
5. If only one species is considered the “fittest”, infer why we still have so many variations
among species. Why do you think some birds have very long pointy beaks, while other
birds have short flat beaks?
Page 12 of 13
Natural Selection
Biology Partnership
http://www.biologycorner.com/worksheets/naturalselection.html
Page 13 of 13