26 April Science 7 Preparing for Natural Selection Summative and Personal Inquiry Project

See spreadsheet with data from the Oh Deer games: 
 
Make a graph for each class with deer population on the vertical axis and time on the horizontal axis. Use good graphing technique. Review from our 1st unit of the year.
 
Why do you think the graphs vary? How can you support your explanation?
 
The simulation did not include any connection between the number of resources in one year and the next.
 
In what ways did the simulation mimic real population dynamics? Where did the simulation “break” with reality?
 
How could the simulation be revised so that there were more aspects that resembled reality?
 
What were your thoughts about the two simulations? To what extent do you see their application to natural selection and evolution?
 
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In order to prepare for the final summative, we will learn about research on bird beak evolution. We will watch this video together tomorrow: https://www.hhmi.org/biointeractive/the-origin-of-species-the-beak-of-the-finch
 
The simulated experiment and write-up will take place next Tuesday and Thursday.
 
There is a second version which includes a quiz. You should use this to help you prepare:
 
Here is information about the summative project: 
 

Upcoming Summative project:

finches

http://www.hhmi.org/biointeractive/origin-species-beak-finch

Carry out the bird beak simulation (see handout or link above). Additional instructions will be given in class. Collect all data.

As individuals:

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

  1. 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.
  2. Data is collected from the bird beak simulation and analyzed.
  3. Analysis is made and conclusions drawn with respect to structures, environmental effect on bird populations, adaptations, and natural selection.
  4. 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.org/biointeractive/origin-species-beak-finch

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Personal inquiry project. Showcase date: 18 May from 6-8 in the gym. You will have a table assigned to you for your display and you will stand by your display and talk with visitors (parents, teachers, other students.)
 
Note the items below: 
 
1. A high quality display (digital–using your ipad–or hard copy–well-done posters–photos–drawings–paintings–graphs, etc.). 
2. A written and printed description/explanation of the project. Consult your written proposal, your log of results, your findings. 
3. A written and printed reflection describing your interest and motivation, your level of engagement in an independent project, what you learned about yourself and personal inquiry.
 
If you have not started, you might consider at this point looking at what you have already done throughout the year. Pick what has been most interesting to you. Develop an investigation that goes a bit beyond what we had done in class. You can build upon a previous activity / project. Your DSN can be a source of information to start with. Talk to me if you have an idea.
 
  • 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-Reproduction / 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


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