Summary
Students simulate evolution through the natural selection during this lab experiment. All students start with inquiries regarding evolution–what it means, how it becomes a process, what happens to finches during Darwin’s experiment, what is natural selection, what is adaptation and adaptive radiation, etc. They conduct research to investigate the story about Darwin’s finches and adaptive radiation. After the research, the class participates in a discussion regarding natural selection and Darwin’s finches. For the experiment, students select a random “beak” that they will use to “eat” at the different stations. They use various types of objects (pliers, spoons, forks, knives, straws, sticks, clothes pins, test tube clamp and metal scoops) to represent different types of beaks. Students use the objects in this lab to mimic how a bird would collect and eat food. Based on their findings, students calculate the surviving population’s phenotypes and graph this information on an Excel spreadsheet. Their spreadsheet data analysis will show a graph of the number of surviving and reproducing finches based on their adaptability and Darwin’s Natural Selection process. The class posts their results on a discussion forum for sharing, comparison and discussion.
TIPC Ratings
Students work with their lab partner to research Charles Darwin and his study of finches. They collaborate with each other to examine his work its impact on survival and reproduction. Due to the time limit on this research activity, students use research tools such as Google Scholar, Google Advanced Web search features, Google Wonder Wheel and online database resources provided by the school’s library to focus their research results. They analyze, and compile their research findings on an Excel spreadsheet and post these results on a class discussion forum for sharing, comparison and discussion. Students select the appropriate tools and features in Excel to graph their data.
Lab partners communicate and collaborate throughout the entire lesson. They determine how they will complete each phase of research and the lab experiment. Although they compete with each other during the lab experiment, they realize the benefit of collaborating with each after each 10 second interval of the lab. They share information about the type and shape of the beaks that they used to eat the food. Lab partners collaborate on the type of graph that would best display their lab results; and, they reflect on the natural selection process as it occurs during the lab experiment. The “Darwin’s Finches” lab actually happened on the Galapagos Island through natural selection some time ago; however, during this lesson, students readily discern the benefits of the natural selection process. A discussion forum provides students with an opportunity to document their findings, reflect on their experiment and make predictions about the population (US and other countries).
While graphing their results of the lab experiment on an Excel spreadsheet, students extend their knowledge by analyzing the data. They determine the best type of chart to display their data for clarity and meaning. As they analyze their data, they make connections with their data and the population of the US and other countries. They see how the natural selection applies to the population in terms of adaptation and survival. Students make predictions regarding the evolution of our current population.
Students create their own chart of their lab results and document their results in a discussion forum. As a result of their experiment, they make predictions regarding the population of the US and other countries given the changes in our evolving environment. Students also identify trends in evolution based on their lab results. They also model real-world evolutionary trends of natural selection through the Darwin’s Finches Lab.
