Upcoming Summative project:
Carry out the bird beak simulation (see handout or link above). Additional instructions will be given in class. Collect all data.
Make a visual display of the data (be sure to following good graphing practices–choose a scale that covers all the data, that makes the graph as large as possible AND that is convenient). Label axes with variable name and unit. Include a title. Graph first in pencil and make sure it is correct before using ink. Write a summary of the simulation explaining the procedure, the data, and the way natural selection of beak size is modeled. Be sure to connect the data to your ideas. Also describe which parts of the simulation correspond to reality and which parts do not. Also make a statement referring specifically to the standards. The visual display and written portion are due at the end of the next class. They should be submitted in hard copy AND uploaded correctly in your digital science notebook. You must do original work. This will be due at the end of class on 3 May.
Natural Selection and Adaptation SA
- Students will carry out a simulation related to the natural selection of bird populations in the Galapagos. The simulation will generate quantitative data based on bird beak size.
- Data is collected from the bird beak simulation and analyzed.
- Analysis is made and conclusions drawn with respect to structures, environmental effect on bird populations, adaptations, and natural selection.
- Product: 1. Visual presentation of the collected quantitative data and analysis. 2. A brief summary of the simulation, collected data, and the cause and effect relationship between beak size and natural selection of bird populations.
The learning standards to be assessed:
Science and Engineering Practices
- Developing and using models
- Using mathematics and computational thinking
Cross Cutting Concepts
- Cause and effect
- Structure and function
Disciplinary Core Ideas
- Natural selection and adaptations
Reading and Video–context for Assessment
finches (Read pp. 121-124. Read about activity pp. 125-134–do not conduct this activity–just prepare your mind. Read about activity pp. 135-140–do not conduct this activity–just prepare your mind. Read about activity pp. 142-144–do not conduct this activity–just prepare your mind. )
We will watch this video together. You may watch it beforehand to identify your questions. http://www.hhmi.
- The project should be something that interests you and motivates you very much.
- The project should be related to some idea(s) and/or some practice(s) that are part of Science 7 (Motion; Energy; Growth-Development-Reproductio
n / Biodiversity; Natural Selection-Adaptation / Evolution). You should be able to provide rationale for the connection of your PIP to the Science 7 curriculum.
- The PIP should involve significant firsthand experience and original thought/work.
- The PIP will be presented to the school community (including parents) at the end of the year. Thus, it will need certain components. The details of the presentation / publication of projects will be determined through collaborative discussion with each student. The expectation is that the quality of the presentation / publication will be high.
- A written description/explanation of the project will be required.
- A written reflection including specified points will be required.
- There is the possibility that the PIP will be included in Power School (especially regarding scientific practices as well as cross-cutting concepts and disciplinary core ideas).
- Although some time will be provided during class, most of the time for the research and composition will come outside of class. There will be checkpoints along the way.
- A proposal is made that identifies:
- Challenging Problem or Question
- Key Knowledge, Understanding, and Success Skills
- Sources of personal interest and motivation
- Clear connections to scientific concepts, ideas, practices from the Science 7 curriculum
- A timeframe