![]() Hold up two containers, one labeled "Hudson River Mud" and one labeled "Foundry Cove Mud". Next, complete a demonstration with worms: This kept repeating for many generations until the majority of the population is light-colored.” A higher level answer is, “There must have been some light-colored mice among the brown mice, and the light-colored ones would be less likely to be eaten by sand dune predators, so they could pass their genes to their offspring. For example, a low level answer is “The mice adapted by becoming light-colored" or "A mouse used to be tan but now it can blend in". Pay attention to the use of the word adapt, and whether students understand that an individual organism cannot change his/her fur color but over time, the population can change due to natural selection. Some mice live on sand dunes and are light-colored, while brown mice still live in the grass next to the beach.Īsk students to give a scientific explanation of how the light-colored beach mice population developed. Now there are two colors of mice on the island. Slowly the light-colored beach sand expanded into the grassy areas. Many years ago, on an island off the coast of Florida, there was a population of primarily brown mice that lived in brown grass by the beach. ProcedureĪsk students to answer the following formative assessment: You can also find suggestions for how to help students overcome common evolution misconceptions as well helpful ways to respond to challenges to the teaching of evolution. Note: Additional background information, lesson plans, and readings can be found at the excellent site Understanding Evolution ( ), hosted by the University of California’s Museum of Paleontology. Make sure two of those dots are on odd numbered cards, and two are on even numbered cards. ![]() For example, in a class of 20 students, four of the cards should have a different color (indicating resistance).
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